- Culture as Experience from Dewey to Cavell
- Dewey’s Art as Experience in Global Perspective: An Introduction
- John Dewey’s Aesthetic Legacy in China
- Art as Experience in the Spanish-Speaking World: Receptions and Reconfigurations
- John Dewey’s Art as Experience in Korea and Japan
- The Italian Reception of John Dewey’s Art as Experience
- Dewey’s Aesthetics and Its Legacy in Poland
- Cure for Kant: Art as Experience as One of the Four Fundamental Texts in Aesthetics
- Ethereal Things Brought to Sensuous Immediacy: Dewey’s Art as Experience and the Centrality of Aesthetics to Human Nature
- Art and Life
- Education, Play, and the Political Valence of Art: Revisiting the Hermeneutic Interpretation of Schiller
- The Silent Teacher: Aesthetic Education According to Ursula K. Le Guin
- Unsettling Art and Its Psychological Impact
- Realism in Arts Education
- Nature in Frames: The Miseducation of the Idle Stare
- Modern Trends in the Development of the Art of Children’s Book Illustration
- The Idea of Visva-Bharati: Tagore and Comparative University Studies
- Virgil’s Feminist Counterforce: Juno’s Furor as Matter of Imperium’s Unjust Forms
- Aesthetic Normativity, Aesthetic Education, and Hypothetical Judgments
- In Defense of Art Museum Audio Guides
- Comparative Study of the Development of Aesthetic Education in Zhejiang and Taiwan
- The Domains of Aesthetics and Perception Theories: A Review Relevant to Practice-based Doctoral Theses in the Visual Arts
- Art, Eros, and Liberation: Aesthetic Education between Pragmatism and Critical Theory
- Joanna Baillie’s Theory of Tragedy
- On the Value of Sad Music
- “The Aberrant Is the Classic”: William Carlos Williams and Literary History
- Teaching the Virtue of Kindness through Using Art Works
- A Common Arts Instructional Method and the Logic of Design
- Signifying the Sound: Criteria for Black Art Movements
- Museum as Métier: Victor D’Amico and the Museum of Modern Art
- Toward a Definition of Competency in Art Education
- Tactile Perception in Aesthetic Evaluation: A Systematic Review
- Two Approaches to Aesthetic Experience
- Plato: Educating through Images
- Violence Is a Cleansing Force: Frantz Fanon, the Criminological Imagination, and Blade Runner 2049
- Thief-Takers and Rule-Breakers: Why Television Cop Shows Can Never Tell the “Truth” about Policing
- Ecocide and Khattam-Shud
- Introduction: Aesthetic Education through Narrative Art
- The Transformative Power of Literary Perspectives
- Perspectivism, Cognitivism, and the Ethical Evaluation of Art
- Learning through Stories: Epistemic Understanding as a Cognitive Value of Narrative Arts
- The Educational Journey: Bildningsresa (Swedish), Bildungsreise (German), and Personal Development
- The Aesthetic Value of Film
- Beyond the Art Museum: A Phenomenological-Hermeneutic Account of Everyday Aesthetics
- The Aesthetics of Water Management of The Humble Administrator’s Garden
- “Creative Acts of Vision”: Connecting Art and Theory through Gloria Anzaldúa’s Archived Sketches
- Aesthetic Education in Developing a Historically Relevant Pedagogy
- Overcoming Limitations: Reading as Transformational Experience in Emerson’s Writings
- On “Perspective(s)” and Empathy in Art Education
- Conversation on Conversation: Maieutic Dialogue and Exponential Power in Creative Work
- Material Metaphor and Reflexivity in Contemporary Painting: A Practice-based Investigation
- Moral Learning through Tragedy in Aristotle and Force Majeure
- Art and Moral Motivation: Why Art Fails to Move Us
- Aesthetic Preparation
- The Practical Education of Poetry: Discovering Pain and Therapeutic Effects in Shelley’s “Mutability” and Keats’s “Ode on Melancholy”
- Turnspits and Other Malenky Machines: Laziness and Cowardice in Burgess’s
- A New Interpretation of the Essence of Aesthetic Experience: From the Perspective of Cognitive Neuroaesthetics and Aesthetic Anthropology
- G. H. Mead: Socially Structured Aesthetic Experiences
- The Dehumanization of Architecture
- Onstage Emotion as Imagination
- Fantasy and Adult Development
- Pedagogy, Hyperreality, and Agency— To Sound Out Education Effects Ascribed to a Video Game
- What Do We Look At When We Look at Art? The Bible, Visual Art, and the Redemption of Existence
- Rechoreographing Homonymous Partners: Rancière’s Dance Education from Loïe Fuller
- The Complex Art of Murder
- Deep Interdisciplinarity: Team-Teaching and Critical Thinking about Art
- Novel Reading as Aesthetic: The Nesting of Aesthetic Experiences and Reproduction of Aesthetic Perception
- The Pedagogical Primacy of Language in Mental Imagery: Pictorialism vs. Descriptionalism
- Moral Education through Literary Aesthetic Experience: A Moral Study of the Harry Potter Series
- On the Educational Significance and Value of Visual Arts
- Art Education and the Investment of Attention
- Mental Theorizing about Fictional Characters
- Nietzsche on Aesthetic Education: A Fictional Narrative
- Aesthetics in the Eugenics Movement: A Critical Examination
- Forget Taste
- Mapping Approaches to Interpretation
- Giving the Body a Voice: Introduction to the Cameraethnographic Approach
- Learning from Literary Experience
- The Art of Education and the Work(ing) of Art: Theorizing Museum Educator Pedagogies
- Learning Jazz Language by Aural Imitation: A Usage-Based Communicative Jazz Theory (Part 2)
- “Gender” Performs Tacitly: The “Tacit Turn” in Pedagogy
- Learning Jazz Language by Aural Imitation: A Usage-Based Communicative Jazz Theory (Part 1)
- Toward the Idea of a Character: Kant, Hegel, and the End of Logic
- Disposing of Art and Educating Theory Choice
- Art Clusters: The Importance of Similarities in Aesthetic Research and Education
- Visual Art and Pragmatic Truth: Georgia O’Keeffe at the Helm
- The Claims of Politics on the Arts? Oakeshott and Scrutiny in the 1930s
- Narrative, Knowledge, and Moral Character in Art and Literature
- Stinging or Soothing: Trigger Warnings, Fanfiction, and Reading Violent Texts
- “What You Look Hard At Seems To Look Hard At You”: Metaphysics and the Poetry of Gerard Manley Hopkins
- Epicurus, Pleasure, and the Twenty-First-Century Diet
- Darwin’s “Beautiful”: Coadaptation as a Problem in Evolutionary Aesthetics
- On the State of Dance Philosophy
- Educating Bodies, Educating Streets
- Evidencing an Art Evaluation
- Ontology and Atrocity: Teaching Heidegger’s Philosophy of Art
- “Constrained neither physically nor morally”: Schiller, Aesthetic Freedom, and the Power of Play
- The “Aesthetics of Existence” in the Last Foucault: Art as a Model of Self-Invention
- Toward an Ecological View of Musical Creativity for Music Educators
- The Horizonal Field of Improvised Musical Performance
- Opera as Liberal Education
- Dances and Affordances: The Relationship between Dance Training and Conceptual Problem-Solving
- Therapeutic Self-knowledge in Narrative Art
- “Forever by Your Side,” Cross-Cultural Understanding, and the Aesthetic Dimension of Life
- Aesthetics of Romanesque Architecture
- Embodied Aesthetics in Drama Education: Theatre, Literature and Philosophy by Matthew DeCoursey (review)
- The Avant-Garde and Creativity: A Gricean Account
- Introduction to the Narrative Justice Symposium
- From Sousaphones to Superman: Narrative, Rhetoric, and Memory as Equipment for Living
- Comments on Rafe McGregor’s Narrative Criminology
- Narrative Redemption: A Commentary of McGregor’s Narrative Justice
- Reading for Self-Knowledge: Poetry, Perspective, and Narrative Justice
- Becoming Sensible: Thoughts on Rafe McGregor’s Narrative Justice
- The Picturesque, the Sublime, and the Authentic: Leonardo and Richter
- Being a Disciple of the Past: The Tradition and Creativity in Chinese Calligraphy Criticism
- Music Education as Faustian Bargain: Re-Enchanting the World with Thomas Mann’s Doktor Faustus
- Judith Butler and a Pedagogy of Dancing Resilience
- The Abject in Education
- The Puzzle of Good Bad Movies
- Admiration, Emulation, and the Description of Character
- Teaching Forgetfulness: How a Greek Statue Has Led Us Back into the Cave
- Aesthetic Interpretation and Construction of an Illusionist Painting in the Qing Dynasty: A Semiotic Approach to Learning
- Aesthetic Experience and Somaesthetics: Embodied Perspectives in Philosophy, the Arts and the Human Sciences ed. by Richard Shusterman (review)
- Developing Aesthetic Taste
- Begetting the New: The Marrow of Originality as Discovered from the Making of Shakespeare’s Romeo and Juliet: Part 2. Creation Demystified
- Dewey, Foucault, and the Value of Horror: Transformative Learning through Reading Horror Fiction
- Art across Cultures and Art by Appropriation
- Beauty (Mei, 美) in the Zhuangzi and Contemporary Theories of Beauty
- Knowledge and Learning in Arts Education: Neglecting Theory and Practice
- Manual Drawing in Transformation: A Brief Assessment of “Design-by-Drawing” and Potentials of a Body Technique in Times of Digitalization
- Teaching Justice Aesthetically: Dwelling in Japanese American Art and Religion
- Kant on Poetry and Cognition
- From Sacrifice to Gift: Aesthetic and Moral Aspects of the Experience of Awe for the Natural Environment
- Skepticism about Modern Art
- Is It a Forgery? Ask a Semanticist
- Bearing Witness to a Knowledge of Encounter in Babette’s Feast
- Intersecting Compositional and Transactional Theory: How Art Can Help Define Reader Response
- Begetting the New: The Marrow of Originality as Discovered from the Making of Shakespeare’s Romeo and Juliet Part 1. Retracing the Antecedents
- Aesthetic Experience and the Powers of Possession
- On the Concept of Divine Success in the Nāṭyaśāstra
- Dewey, Materiality, and the Role of the Visual (Studio) Arts in the Liberal Arts
- The Attentive Ear
- Reluctant Heroes and Itchy Capes: The Ineluctable Desire to Be the Savior
- Can We Teach Creativity? Extending Socrates’s Criteria to Modern Education
- The Drama of Ekphrastic Affect: Sculpture in Evliyâ Çelebi’s The Book of Travels
- Pedagogy and Polyphonic Narrativity in Søren Kierkegaard
- Introduction to the Symposium on Using Poetry to Teach Philosophy
- “I’ve Been Bad”: Using Light Verse in Teaching Philosophy
- Using Poetry to Teach Ethics
- Turning to Poetry for Help—Some Desultory Remarks
- Schiller Revisited: Aesthetic Play as the Solution to Halbbildung and Instrumental Reason
- Chinese Calligraphy as “Force-Form”
- A Cinematic Education: Remembrance of Films Past, or Mind over Medium
- Appearance Emotionalism in Music: Analysis and Criticism
- Going Together: Toward an Account of Sharing Aesthetic Experiences
- Analytic Aesthetics Today, Explored through Ten Conversations
- Function and Flourishing: Good Design and Aesthetic Lives
- Metaphors for a Change: A Conversation about Images of Music Education and Social Change
- The Avuncular Master: The Figure of Merlin and Modern Notions of Meritocratic Education
- The Institutional Theory of Art in Relation to the Institution of Sport: Toward a Tacit Form of Knowing
- Resisting Aesthetic Autonomy: A “Critical Philosophy” of Art and Music Education Advocacy
- Core Aspects of Dance: Aristotle on Positure
- Wine Education from an Aesthetic Perspective
- A Progressive Vision of Democratizing Art: Dewey’s and Barnes’s Experiments in Art Education in the 1920s
- Beardsley’s Contextualism: Philosophical and Educational Significance
- Aesthetic Properties, the Acquaintance Principle, and the Problem of Nonperceptual Arts
- The Aesthetics of Inscape: Teaching Chinese Art with Barthesian Semiotic Theory
- Archeology of the Art of Body Movement: Learning from Japanese Ko-bujutsu
- An Extended Look at Art
- John Cage and the “Freshening” of Education
- Bearing Witness to the Fusion of Person and Role in Teaching
- The Arts and the Liberal Arts at Black Mountain College
- Playing with the Rules of Play: The Spirit of the Avant-Garde in Arts Education
- The Ongoingness of Curation: An Educational Response
- What Do We Expect from Our Philosophies of Art? A Comparison of the Aesthetics of Susanne Langer and Maurice Merleau-Ponty
- Philosophy and/or Performance: A Discussion of Richard Shusterman’s The Adventures of the Man in Gold
- Hogarth’s Children: Images of Temporality and Transience
- (Un)Dressing to Unveil a Spiritual Self
- A Teaching Perspective on Autonomy in Art Education
- The East Asian Literati Painting Theories of Sisŏhwa as a Contemplative Practice
- Models of Alternative Theater in the Classroom
- The Moral Significance of Art in Kant’s Critique of Judgment: Imagination and the Performance of Imperfect Duties
- Aesthetic Education: Surviving Challenging Times
- Introduction to the Symposium on Christy Mag Uidhir’s Art and Art-Attempts
- Mag Uidhir on What Is “Minimally Viable” in “Art-Theoretic Space”
- Abstracta, Exemplars, and Choice: Comments on Art and Art-Attempts
- Repeatable Artworks and the Relevant Similarity Relation
- The Science of Art: Aesthetic Formalism in John Dewey and Albert Barnes, Part 2
- Aesthetic Cognitive Module Theory: A Core Structure
- Comedy and Tragedy as Two Sides of the Same Coin: Reversal and Incongruity as Sources of Insight
- “Visual Culture” as Neoliberal Aesthetic Education
- Peter Kivy and Future Challenges for Aesthetics
- The Concept of the “Master” in Art Education in Britain and Ireland, 1770 to the Present ed. by Matthew C. Potter (review)
- Conformity and Invention: Learning and Creative Practice in Eighteenth- and Nineteenth-Century Japanese Visual Arts
- Undoing Sophisticated Illusions: Bricolage Genealogy and Resonant Iconic Similarity
- The Science of Art: Aesthetic Formalism in John Dewey and Albert Barnes, Part 1
- Cultivate your Funny Bone?: The Case against Training Amusement
- On Difficulty, Elitism, and Friendship in Art
- Hume’s Narrow Circle Aesthetically Expanded
- Schopenhauer and Murdoch on the Ethical Value of the Loss of Self in Aesthetic Experience
- Dancing with Damasio: Complementary Aspects of Kinesthesia, Complementary Approaches to Dance
- The Person of the Torturer: Secret Policemen in Fiction and Nonfiction
- Education as a Leap and as Transcendence: Rereading Dewey and Heidegger via Art
- Presenting a Symptomatic Approach to the Maker Aesthetic
- On Martin Buber’s “The Education of Character”—Replacing Repressed Aesthetic Dialogue with Inclusive, Directed Dialogue
- Art as the Handmaiden of Cultural Understanding
- Contextualization and Experience in the Museum: Hans-Georg Gadamer, Art History, and Dialogical Teaching
- Evaluating Positive Aesthetics
- Between Mimesis and Technē: Cinematic Image as a Site for Critical Thinking
- Bad Taste, Aesthetic Akrasia, and Other “Guilty” Pleasures
- An Educational Perspective and a Poststructural Position on Everyday Aesthetics and the Creation of Meaning
- A Framework to Map Approaches to Interpretation
- Nietzsche and The Birth of Tragedy by Paul Raimond (review)
- Literature, Rival Conceptions of Virtue, and Moral Education
- Can Irony Enrich the Aesthetic Imagination?: Why Søren Kierkegaard’s Explanation of Irony Is Better Than Richard Rorty’s
- A Philosophy of Music Education according to Kant
- A Critique of Doubt: Questioning the Questioning Method as a Means of Obtaining Knowledge
- Consciousness and Death in Pasternak’s Doctor Zhivago
- Temporality, Pleasure, and the Angelic in Teaching: Toward a Pictorial-Ontological Turn in Education
- Art Restoration and Its Contextualization
- Cultural intentions, Reference, and Art