Contents Acknowledgements vii Illustrations ix Preface xi Further Bibliography of A.C. Crombie xiii 1 Designed in the Mind: Western visions of Science, Nature and Humankind 1 2 The Western Experience of Scientific Objectivity 13 3 Historical Perceptions of Medieval Science 31 4 Robert Grosseteste 39 5 Roger Bacon [with J.D. North] 51 6 Infinite Power and the Laws of Nature: A Medieval Speculation 67 7 Experimental Science and the Rational Artist in Early Modern Europe 89 8 Mathematics and (...) Platonism in the Sixteenth-Century Italian Universities and in Jesuit Educational Policy 115 9 Sources of Galileo Galilei’s Early Natural Philosophy 149 10 The Jesuits and Galileo’s Ideas of Science and of Nature [with A. Carugo] 165 11 Galileo and the Art of Rhetoric [with A. Carugo] 231 12 Galileo Galilei: A Philosophical Symbol 257 13 Alexandre Koyré and Great Britain: Galileo and Mersenne 263 14 Marin Mersenne and the Origins of Language 275 15 Le Corps à la Renaissance: Theories of Perceiver and Perceived in Hearing 291 16 Expectation, Modelling and Assent in the History of Optics: i, Alhazen and the Medieval Tradition; ii, Kepler and Descartes 301 17 Contingent Expectation and Uncertain Choice: Historical Contexts of Arguments from Probabilities 357 18 P.-L. Moreau de Maupertuis, F.R.S. : Précurseur du Transformisme 407 19 The Public and Private Faces of Charles Darwin 429 20 The Language of Science 439 21 Some Historical Questions about Disease 443 22 Historians and the Scientific Revolution 451 23 The Origins of Western Science 465 Appendix to Chapter 10: 479 Sources and Dates of Galileos Writings [with A. Carugo] Pietro Redondi, Galileo eretico [with A. Carugo] Mario Biagioli, Galileo, Courtier Corrections to Science, Optics and Music in Medieval and Early Modern Thought 495 Index 497. (shrink)

This paper explores an analogy between two approaches to teleology in nature and two theories of authorship. I argue that Spinoza’s attempt (as Kant criticizes it in the Third Critique) to explain all natural unity, and explain away apparent teleological unity, in terms of inhering in the same subject (God) or proceeding causally from God’s essence mirrors the view Proust lays out in the essay “Gustave Moreau” that the features of a work of art are unified in virtue of (...) occurring together in, and proceeding from the laws of, the artist’s inner soul. Meanwhile, the strategy Kant favors for understanding interdependent natural systems like organisms—provisionally considering them as purposively designed—resembles the one Alexander Nehamas recommends in “The Postulated Author” (1981) for interpreting a work of art: imagining the agent who could have intended all its features. I propose that this analogy sheds light on the unity of the two parts of the Third Critique by pointing to the similarity between interpreting beautiful objects and interpreting nature. (shrink)

In this paper, I review arguments that have been offered in favor of the view that humans' art and/or aesthetic behaviors are (in part) a product of our biologically evolved human nature, either as adaptations in their own right or as incidental byproducts of adaptations with non-art and non-aesthetic functions. I present an overview of the main positions and options, critically evaluate their strengths and weaknesses, and outline their presuppositions.

This paper examines Allen Carlson's influential view that knowledge from natural science offers the best (and perhaps only) framework for aesthetically appreciating nature for what it is in itself. Carlson argues that knowledge from the natural sciences can play a role analogous to the role of art-historical knowledge in our experience of art by supplying categories for properly ‘calibrating’ one's sensory experience and rendering more informed aesthetic judgments. Yet, while art history indeed functions this way, Carlson's formulation leaves out (...) a second (and often more important) role played by art-historical knowledge over the last century – namely, providing the context needed for interpretations of meaning. This paper explores whether natural science can also inform our aesthetic experience of nature in this second sense. I argue that a robust sense of meaning from our aesthetic experience of nature is indeed made possible by coupling our aesthetic experience of animals with knowledge from the natural science of animal ethology. By extending the scope of Carlson's analogy to include interpretations of meaning, my argument shows that the cognitive, scientific model can accommodate a wider range of aesthetic engagement with nature than previously recognised. (shrink)

Introduction -- Great Mother Nature -- The gendering of nature as female : from prehistory through the Middle Ages -- Nature and art in the Quattrocento : from pupil to equal -- Technology and the mastery of physical nature : Brunelleschi and Alberti -- Genesis and the reproduction of life : Masaccio and Michelangelo -- The rebirth of Venus and the feminization of beauty : Botticelli -- A balance of power : pictorial metaphors for nature (...) in transition -- Nature's special child : Leonardo da Vinci -- The goddess in Arcady : Giorgione -- Art and nature in the Cinquecento : from competitor to master -- Love and death in Venice : Titian -- Art against nature : Raphael, the early Mannerists, and late Michelangelo -- Natura bound : the later Tuscan Mannerists -- Epilogue. (shrink)

Murray Smith presents an original approach to understanding film. He brings the arts, humanities, and sciences together to illuminate artistic creation and aesthetic experience. His 'third culture' approach roots itself in an appreciation of scientific innovation and how this has shaped the moving media.

In much of his later work, such as Le théâtre des philosophes of 1995, and perhaps most succinctly in his essay “Was Merleau-Ponty on the Move from Husserl to Heidegger?” of 2008, Taminiaux acknowledges the inspiration of Hannah Arendt’s concern for the lifeworld as a realm of shifting appearances and of human heterogeneous plurality and interlocutory political praxis. He traces Arendt’s insights back to Husserl’s late concern for the lifeworld, as well as to Aristotle, insofar as the Stagirite, in disagreement (...) with Plato, recognizes the autonomous intellectual excellence of phronêsis, and also understands tragic drama in its political importance as a mimêsis of action itself and as accomplishing an intrinsic purification of the powerful passions that it arouses, such as pity and terror. As the title of the 2008 essay indicates, and as Taminiaux acknowledges, however, Merleau-Ponty’s thought also plays a major role in this intellectual nexus. (shrink)

John Case , the most important English Aristotelian of the Renaissance period, has not yet received the attention he deserves. In his Lapis philosophicus , an exposition of Aristotle's Physics, is found a discussion of the relation of nature to art which parallels in many ways that formulated a few years later in the writings of Francis Bacon. Case argues, in a way more reminiscent of the works of Giambattista della Porta than of those of Aristotle, that the natural (...) philosopher can legitimately apply the productive arts in helping nature to fulfill her function. Moreover, while rejecting the excessive claims of the Paracelsians, Case does accept the transmutational claims of the alchemists. In the final analysis, his ‘Aristotelianism’ has been tempered by the tradition of Renaissance natural magic. Like many other Peripatetic thinkers of the period, Case shows himself to be an eclectic, drawing materials from a wide variety of sources and open to many of the new scientific tendencies then developing. (shrink)

Musicians and theorists such as the radiophonic pioneer Pierre Schaeffer, view the products of new audio technologies as devices whereby the experience of sound can be displaced from its causal origins and achieve new musical or poetic resonances. Accordingly, the listening experience associated with sonic art within this perspective is ‘acousmatic’; the process of sound generation playing no role in the description or understanding of the experience as such. In this paper I shall articulate and defend a position according to (...) which an adequate phenomenology of auditory experience must refer to mechanisms of sound generation. This position is shown to follow from a phenomenology of sounds as located events and a physicalist account of auditory properties as features of the temporal development of such events. (shrink)

Schelling is often thought to be a protean thinker whose work is difficult to approach or interpret. Devin Zane Shaw shows that the philosophy of art is the guiding thread to understanding Schelling's philosophical development from his early works in 1795-1796 through his theological turn in 1809-1810. -/- Schelling's philosophy of art is the 'keystone' of the system; it unifies his idea of freedom and his philosophy of nature. Schelling's idea of freedom is developed through a critique of the (...) formalism of Kant's and Fichte's practical philosophies, and his nature-philosophy is developed to show how subjectivity and objectivity emerge from a common source in nature. The philosophy of art plays a dual role in the system. First, Schelling argues that artistic activity produces through the artwork a sensible realization of the ideas of philosophy. Second, he argues that artistic production creates the possibility of a new mythology that can overcome the socio-political divisions that structure the relationships between individuals and society. Shaw's careful analysis shows how art, for Schelling, is the highest expression of human freedom. (shrink)

This paper, based on a talk given at the Art Gallery of New South Wales, is presented as an example of philosophy done in an art gallery. Its subject is Tom Roberts’ painting Holiday Sketch at Coogee (1888), and as well as responding directly to the painting in the environment of the gallery, it draws on the author's memories of seeing that painting in other times and places. It draws on these personal experiences to relate Roberts’ painting to a controversial (...) idea laid out by art historian Heinrich Wölfflin, and to more recent conventionalist and resemblance theories of pictorial representation. It finishes by affirming one of Roberts’ important achievements: his discarding of inherited European ways of picture‐making, and his place among the first generation of non‐indigenous artists to represent the real colours of the Australian landscape. (shrink)

This essay reviews one of the most recent books in a trend of new publications proffering evolutionary theorising about aesthetics and the arts—themes within an increasing literature on aspects of human life and human nature in terms of evolutionary theory. Stephen Davies’ The Artful Species links some of our aesthetic sensibilities with our evolved human nature and critically surveys the interdisciplinary debate regarding the evolutionary status of the arts. Davies’ engaging and accessible writing succeeds in demonstrating the maturity (...) and scope of the field and his critique is timely and unparalleled. A laudable effort, however it may have benefited from espousing a co-evolutionary model more explicitly. Moreover there may be reason to question the usefulness of the standard set of distinctions (‘adaptation’, ‘spandrel’, ‘technology’) that Davies appeals to. (shrink)

This volume explores the deeply interwoven connection of education, art and nature in the context of East Asia. With contributions from authors in South Korea, Japan and Taiwan, the book considers unnoticed but significant themes involved in the interplay of nature, art, and education. It manifests how nature and art can educate, and how education and nature play the role of art. The chapters explore a range of themes relevant to East Asian characteristics, including skill acquisition, (...) Japanese calendar arts and ritual of feelings, garden architecture, the ritualised body, collaborative poetry art, translational language between humans and nature, the Confucian classical Six Arts, the artistic embodiment of the Kyoto School, and the heritage art based education in Korea. The authors examine these themes in novel ways to bring to light the relevance of the East Asian insights to the contemporary global world. This book is an outstanding resource to all researchers, scholars, and students interested in educational aesthetics, philosophy of education, East Asian studies, comparative education and intercultural education. (shrink)

In The Aesthetics of Grace: Philosophy, Art, and Nature, Raffaele Milani traces the fascinating history of the idea of 'grace' from ancient times to the 1700s. Although this term has been displaced by other concepts with the advent of modernism and postmodernism, the complex ideas related to the notion of 'grace' remain an important aesthetic category, and Milani presents an impressive panorama of reflections on and interpretations of the subject. The subtitle of the work indicates the broad scope of (...) a study that recounts the origins of the term in Latin gratias (favor, regard, or gift), corresponding to the Greek Kharites (givers of beauty and charm). The volume then goes on to examine the Middle Ages, when the concept acquires a more specifically religious meaning (divine mercy, thanks), the Renaissance, when the terms 'gracefulness' and 'elegance' come to dominate in the treatises of the time, and the Ages of Romanticism and Neoclassicism, with their particular treatment of the topic. In the process, Milani meditates on the visual representations of these multiple meanings in the form of second-century frescoes, fifteenth-century paintings by Botticelli, Raphael, Titian, Da Vinci, Mantegna, Correggio, and Carracci, seventeenth-century canvases by Poussin and sculptures by Bernini, and eighteenth-century sculptures by Antonio Canova and paintings by Fragonard. This engaging work weaves with skill and subtlety philosophical, theological, and artistic ideas into a stimulating tapestry. (shrink)

In this article, I argue that Adorno’s conception of a possible reconciliation with nature is neither one of complete synthesis, nor absolute alienation. The most elaborated formulations regarding the possibility of such a reconciliation, which would be tantamount to a liberated nature, are to be found in Adorno’s aesthetics, and particularly in his discussion of the art–nature relation. The article engages Simon Hailwood’s recent criticism of the concept of the Anthropocene and his discussion of Adorno’s conception of (...) the domination of nature. While I concur with Hailwood’s insistence on the idea of “alienation from nature” in order to reach a more appropriate understanding of our current predicament, his analysis of Adorno’s take on this idea is problematic. I conclude by discussing another recent work on our troubled relationship with nature. While more attentive to artistic expressions than Hailwood’s work, Andreas Malm’s The Progress of This Stormconstitutes an inverted parallel to the former through its negligence of Adorno’s contribution to the discussion of the human–nature dialectic. (shrink)

The aim of our study is to highlight the obvious similarities that exist between the organizational structures of the biological world, particularly in terms of the number and distribution of the petals on flower and the geometric configurations used by the great masters of European painting, both in the East but also in the West, in order to elaborate the compositional framework of paintings and icons. Taking into consideration the symbolic connotations concerning the field of biology, we chose as a (...) case study the Russian icon from the 14th century entitled “The Triumphal Entry of Jesus into Jerusalem”, exhibited and venerated across the orthodox world on Palm Sunday. Starting with the circle of the aureole of Jesus, we have marked the harmonic series of concentric circles that are distributed across the nodal points of some regular polygons with seven and nine sides, which make reference to the ergonomic formulas of distribution of the petals on a flower and highlight the fact that the beauty of the natural world was and still is the main source of inspiration in the world of arts. (shrink)

Reflections upon artistic activities as technique require an exhaustive examination in aesthetics. This paper provides an attempt to sketch out a possible connection between skills related to making art and aesthetic thinking. By means of phenomenological insight, the function of technique is pursued consistently with the considerations of technique as subordinate to a global performative skill or as its development into a general principle. This framework ends in accounting for the notion of craft and its relationship with art. Further, craft (...) encompasses the scope of technique in all its manifestations, since the boundaries of art are broadened to reach the most comprehensive outlook of human activities. While in Formaggio this task is accomplished through the idea of artistry, Pareyson expounds the features of an art theory within the unitary notion of formativity. Finally, the function of technique accounts for an ethical implication of human doing. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Ethics & the Environment 8.1 (2003) 22-36 [Access article in PDF] Art or Nature?Aristotle, Restoration Ecology, and Flowforms Trish Glazebrook He to whom nature begins to reveal her open secrets will feel an irresistible yearning for her most worthy interpreter: Art. 1Aristotle believed strongly in a distinction between artifact (technê) and nature (physis). He intended by "technê" more than is generally understood by the contemporary term (...) "art," for he meant anything produced by human intention. For example, for Aristotle medicine was technê in that the doctor produces health. The key point in distinguishing art from nature for him was that things in nature grow and develop on the basis of an internal principle of change, whereas artistic production requires an outside agent. There are some complications with the Aristotelian account: are the spider's web and the bird's nest art or nature? Aristotle can respond to this problem easily enough by arguing that spiders and birds create on the basis of instinct, while reason is requisite for artistic production. Yet some art may not meet this definition: artists may not always have a full conception of the work to be produced prior to its execution. Creativity can be emergent rather than intentional during the productive process, and may arise, for example, from the artist's interaction with the chosen material. [End Page 22]Despite these objections to the Aristotelian distinction, however, his analysis of the differences between art and nature can be usefully applied to recent debates in restoration ecology in order to argue that the human capacity to restore nature does not justify its destruction. Nature cannot be "faked," that is, recreated through art. Furthermore, the Aristotelian analysis has been influential historically by providing a conceptual basis for the technological domination of nature, as if nature were nothing more than matter upon which form can be imposed. Yet there are alternative possibilities in Aristotle's account that ecologically-minded art can bring to fruition. I will use Aristotle's analysis to suggest a potential resolution of the "faking nature" debate, and accordingly to show how contemporary, ecologically-minded art can promote an ideology of production that works with rather than against nature.Robert Elliot argues that restoration ecology does not justify environmental destruction, because faked nature (that is, nature re-created by human artifice) is not as valuable as the original. 2 I will call this claim, which is based on the idea that restoration is analogous to artistic production, "the Elliot view." I will first assess the Elliot view, and give reasons why I sympathize with his conclusions, yet find his arguments unconvincing. Second, I will present Aristotle's distinction between nature and art, with emphasis on his arguments that nature is goal-directed, in order to give content to the claim that nature has intrinsic value. Third, I will look at restoration policies and practices in the oil industry in Alberta, Canada, to establish a praxical notion of restoration, and to support Elliot's claim that nature cannot be faked. I have chosen oilfield restoration as a working example for the sake of the general methodological principle that praxes without reflections are blind, while reflections that transcend the lifeworld are empty; and specifically because Alberta leads the industry in restoration standards and practices. Finally, I will use Flowforms to argue that ecologically-minded art can demonstrate how production of artifacts need not affirm a logic of domination, but rather can open a space for an alternative conception of the human relation to nature. The Elliot View Elliot's view depends on distinguishing nature from art, and attributing a greater value to the natural. On what basis should we accept this value-hierarchy? The reasons Elliot gives are less than convincing. Ultimately his arguments rest on two points: that copies are not as good as [End Page 23] originals; and that even if an ecosystem's value could be fully restored, the value lost in the time between despoilation and restoration is irrecoverable. He simply finds "naturalness" to be more valuable than artifice. But he is not alone in... (shrink)

What defines a work of art and determines the way in which we respond to it? This classic reflection was written with the belief that the nature of art has to be understood simultaneously from the artist's as well as the spectator's viewpoint.

Matravers examines how emotions form the bridge between our experience of art and of life. We often find that a particular poem, painting, or piece of music carries an emotional charge; and we may experience emotions toward, or on behalf of, a particular fictional character. Matravers shows that what these experiences have in common, and what links them to the expression of emotion in non-artistic cases, is the role played by feeling. He carries out a critical survey of various accounts (...) of the nature of fiction, attacks contemporary cognitivist accounts of expression, and offers an uncompromising defense of a controversial view about musical expression: that music works by expressing the emotions it causes its listeners to feel. (shrink)

Recent advances in out understanding of the cognitive neuroscience of perception have encouraged cognitive scientists and scientifically minded philosophers to turn their attention towards art and the problems of philosophical aesthetics. This cognitive turn does not represent an entirely novel paradigm in the study of art. Alexander Baumgarten originally introduced the term ‘aesthetics’ to refer to a science of perception. Artist’s formal methods are a means to cull the structural features necessary for constructing clear perceptual representations from the dense flux (...) of sensory information in conscious experience. therefore, he interpreted artist’s formal methods as tools for studying the structure of perception. Art was a field whose interests coincidentally overlapped with aesthetics. In what follows I examine three approaches to cognitive science and aesthetics that rest on a tacit assumption of Baumgarten’s program. I argue that whereas this new research can explain how viewers perceptually recover the content of artworks, it does not explain what makes those works aesthetically interesting. Therefore, the challenge for cognitive science and aesthetics is to tie the perceptual practices of artists and viewers to their more narrowly construed aesthetic, or artistic, practices. What is needed to establish this link is an interpretation of Baumgarten’s original definition of aesthetics that treats attention to the way the formal structure of an artwork works to convey its content as a source of aesthetic interest. Unfortunately this interpretation is not transparently established by explanations of the perceptual practices of artists and viewers. I conclude that it remains an open question whether this research can contribute to philosophical aesthetics. (shrink)

At a time when religion and science are thought to be at loggerheads, art is widely hailed as religion's natural spiritual ally. Philosophy, Art, and Religion investigates the extent to which this is true. It charts the way in which modern conceptions of 'Art' often marginalize the sacred arts, construing choral and instrumental music, painting and iconography, poetry, drama, and architecture as 'applied' arts that necessarily fall short of the ideal of 'art for art's sake'. Drawing on both history of (...) art and philosophical aesthetics, Graham sets out the historical context in which the arts came to free themselves from religious patronage, in order to conceptualize the cultural context in which religious art currently finds itself. The book then relocates religious art within the aesthetics of everyday life. Subsequent chapters systematically explore each of the sacred arts, using a wide range of illustrative examples to uncover the ways in which artworks can illuminate religious faith, and religious content can lend artworks a deeper dimension. (shrink)

Traditional aesthetics is often associated with the appreciation of art, Allen Carlson shows how much of our aesthetic experience does not encompass art but nature. He argues that knowledge of what it is we are appreciating is essential to having an appropriate aesthetic experience and that scientific understanding of nature can enhance our appreciation of it, rather than denigrate it.

In lieu of an abstract, here is a brief excerpt of the content:Art in Nature and Schools:Nils-UdoYoung Imm Kang Song (bio)IntroductionThe arts are an integral part of our culture, and they invite us to investigate, express ideas, and create aesthetically pleasing works. Of interest to educators is clear scholarship that links the arts to cognitive and intellectual development. The processes of creating art and viewing and interpreting art promote cognitive and skill development.1 Elliot Eisner, who has written extensively on (...) this topic, argues that "Artistic activity is a form of inquiry that depends on qualitative forms of intelligence."2 Eisner suggests that children can use art to question and reflect on sensory information from their daily lives, and from this reflection develop insight, awareness, and critical thinking skills.3 Expanding on this idea, many scholars suggest that sensory perceptions promote learning through reflection, thus affirming the link between sensory perception and cognitive processing.4 Greene also posits that the arts provide a reflective type of learning, in which students learn "new ways of seeing, hearing, feeling and moving."5 This expressiveness develops from the creative nature of art and its ability to encourage students to "[learn] to learn."6This article focuses on how the arts heighten cognitive experience through the use of natural materials and sites and the engagement with the natural world. The arts expose viewers to new ways of seeing, feeling, and thinking about nature; this can lead to greater awareness of and motivation to act on behalf of nature. Arts-based experiences "encourage contemplative, reflective thought, which can extend environmental awareness, an essential basis for environmental understanding."7 Sharpening sensory and perceptive [End Page 96] skills through observation and creation can offer children insights into the mystery and metaphor of nature.8 Such a powerful experience often fosters aesthetic sensitivity and can also motivate students to act. To assist in this process, teachers can offer a context of factual information, creative idea exploration, interdisciplinary tools, and a sense of social awareness.9Eisner notes that simple natural components, such as those encountered in viewing or creating ecological art, can be enormously powerful when considered from an aesthetic perspective.10 He writes,A tree, for example, can be viewed as an investment in the value of one's property, as a species of flora, as a source of shade, or an expressive form that provides a certain quality of experience when one looks through its leaves just before sunset. The tree's aesthetic features become salient when we choose to perceive the expressive features of the tree.11Greene reinforces the idea that aesthetic understanding can be deeply engaging to learners and can highlight things that had previously gone unnoticed, thus providing new insights in the life of the viewer.12 Viewers experience new connections, identify new patterns, and think in entirely different ways that break from a more constricted viewpoint. It is this kind of fresh thinking that is needed in the field of environmental education, and which ecological art may in fact provide. Click for larger view View full resolutionFigure 1.Nils-Udo, Circle of Calumet Bamboo, Calumet bamboo; 1990, Reunion, Indian Ocean. Photo by Nils-Udo.[End Page 97]In light of these ideas about aesthetics, ecology, and education, several questions are raised. How can an aesthetic experience with the works of an environmental artist lead children to take in more through their senses and to apply such radical openness in any subject that comes up for them? What really makes ecological artworks unique, not only as aesthetic experiences but as learning experiences? How can ecological art in educational settings inform, inspire, and engage students around environmental issues? In this article, I examine the artworks of Nils-Udo, a German artist, by looking at his art-making processes, intentions, and themes. Using illustrations of several of his major works situated in various natural environments, I consider how these artworks could initiate discussions and foster connections to classrooms while providing elementary and middle school students with the opportunities to view and ponder existing artworks, create their own natural artworks, and heighten their ecological awareness.The ArtistIn order to more deeply understand Nils-Udo's life and work, I interviewed... (shrink)

In this book, Dalia Nassar identifies and engages with the neglected philosophical tradition that includes the four thinkers that are discussed in the book: Kant, Herder, Goethe, and Alexander von...

[Vol. 1.] Text volume -- [Vol. 2.] Illustrated volume.

How does the mind lend itself to artistic creation and appreciation? How should we study minds and arts in ways that transform our understanding of both? This book examines the concepts of art and cognition from the complementary perspectives of philosophy, the empirical sciences, and the humanities. Central chapters combine examples of visual art, music, literature, and film with the properties of cognition that they illuminate, including 4E cognition, predictive processing, and theories of affect and emotion. These aspects of cognition (...) are undergoing theoretical shifts that complicate established understandings of the mind and its encounter with the arts. As the book takes stock of recent developments in aesthetics that have incorporated empirical findings (Naturalized Aesthetics), it also envisions a new generation of cognitive science with robust ties to history and literature (the Cognitive Humanities). In this way, Cognition and the Arts can be seen as a model of interdisciplinary scholarship. (shrink)

Introduction -- Matisse in slow motion -- Art and natural being -- Proust and the significant event -- Reversibility between the arts -- Concluding remarks.