Week Four 1/2

I've just finished reading "The Constant Fire" by Adam Frank. He has many fascinating things to say about the connections between Science and Religion. I think many of his ideas have a direct relation to the false security of Instrumental Rationality. He makes a compelling argument for the necessity of what he calls "the sacred" in all areas of our lives, and the role of hierophany in illuminating and giving meaning to our existence. Page 109 has a stirring description of the essential work of artists in expressing our vision of the world.

Publisher's Weekly says: "[H]ere is a scientist who respects religion and relates it to the same impulse that drives scientific inquiry—an aspiration to the true and the real. ... His history of ideas is real science braided with myth and metaphor—the titular constant fire comes from poet Wallace Stevens."

Week Four

Article presentation by Gordon & Sonya: Arthur Danto's "Approaching the End of Art". (Click on image to see enlargement.)

(See this link for a TimeGlider representation of Art Movements through the ages. You can scroll left to right to move through the complete timeline.)

See below for Bubbl.us Mindmap version of Danto's article:

Maria – "Moral Self vs Institutional Self": Eisenberg

(Self vs Institution) Find the text of Maria's "play" here.

The discursive mind
By Rom Harré, Grant Gillett

Shannon: Peter Fuller article
Aesthetics after Modernism

Villa Savoye

Rothko - http://www.nga.gov/feature/rothko/
Bach Toccatta in Dm


CBC interview: "Q" The benefits of mental illness (mp3 download)


RiP: Remix Manifesto


Principles of Art
Robin George Collingwood


Bonnie and Jin: The Domestication of Outrage

Some tangentially related articles:


Week Three

Article presentation: Gordon
"The Education of Feeling" by Rex Gibson
(A limited preview is available here.)

A Wordle created from Gibson's article: (Click image for full size.)

A "Comic Life" summary of Gibson's article: (Click image for full size.)


Feeling and Reason in the Arts: David Best:
(presented by Helen H)

Best’s ideas vs Subjectivist beliefs
(He believes in the crucial place of cognition in the Arts)

We can have both cognition & creativity
(Friedrich Kekule and the Benzene Ring: Creativity in science)

Arts involve shared language & shared meaning: cognition is important for understanding

Discounts the Hydraulic theory Рwhere we spew stored emotions à la Jackson Pollock.

(This is the flip side of Rex Gibson’s article: Just as Gibson wants feeling expressed in all subjects in the same way as they are manifested in the Arts, Best wants to recognize the role of cognition in all subjects, especially the Arts.)
“It is only because we are capable of cognition and rationality that we can have artistic feelings.”

Feeling and Reason in the Arts (2):

Sylvia – art – Butterfly Picnic &“Cultural Manifestation”
("shadowy, mysterious, runes, arcane, hidden knowledge, petrogyphs, pictograms")

Sylvia – music –
Nocturne in Em Chopin: Water – fluid – languid


Bennett Reimer – “Music is a complex feature of the mind.


This is Your Brain on Music: (Daniel Levitin)
fMRI of Sting:

Shadows of the Mind: by Penrose
Google Books link.

Arts in Education
Some good articles on this topic


Interested in this book? Voltaire’s Bastards


Emotion/Feeling activity sites:

Interesting Book: "Drama with Children"


Week Two

PhD presentation/discussion/feedback
(With yummy wraps!)


Maria – presented...
(Propositional Knowledge/Philosophy)
-Existentialism – Kierkegaard -


Tractatus Logico-Philosophicus is the only book-length philosophical work published by the Austrian philosopher Ludwig Wittgenstein during his lifetime.
“The whole modern conception of the world is founded on the illusion that the so-called laws of nature are the explanations of natural phenomena.”


Article by Roger Scruton
Biographical info
Quotes from the text: Scruton” (Ian provided a handout!)
Aesthetics, culture, education, -------

Questions to focus our reading:
What is Culture?
How can we promote a philosophy with art as its heart?
What kinds of things can we learn from aesthetic inquiry?
What is our collective culture? How is it represented in schools?

King & King (Picture book)
By Linda de Haan, Stern Nijland
View the complete text on-line.

Some musings....

GP: Is “art” simply a vehicle or is it a carrier of a particular world view?
(What does “aesthetic” mean for us today? An appreciation of music? Colour? Shape? Form? Can this be taught? Imparted?)

GP: How do we reconcile our sense of art as a "human experience" with cultures that have no colour or art to speak of? Is the way we think about things limited by the language we speak?
(See "Don't Sleep, There Are Snakes" by Daniel L. Everett)
"Language for colors is an interesting frontier in investigating the Sapir-Whorf hypothesis, that language shapes and limits how you think about something. We look at a rainbow, which is actually a continuous grading of hue, and we see several distinct colors. Other cultures do not see those same bands of color--they see as one color areas we would consider transitional; and as transitional areas we would call "blue" or "red"."

(Taken from: http://www.avclub.com/comments/article/23426/)


Limits of Reason (Amanda)
What is the mind? How do other languages talk about this concept if they don't have a word for it? ie French.

Read: Theatre of the Mind by Jay Ingram...
for a great exploration of "where consciousness comes from."
(See also "Theatre of the Mind" podcasts.)

: (Just a little clip...)

There is also this great site for bringing Fine Arts ideas to the classroom:
It's the ArtsEdge site at the Kennedy Center.

Week One


Zorba the Greek:

An excerpt from the end of the film.

Jungian analysis:
My attempt to find a metaphorical level of meaning in the movie.