Results for 'Non-formal beauty'

966 found
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  1.  46
    Against Zangwill’s Extreme Formalism About Inorganic Nature.Min Xu & Guifang Deng - 2015 - Philosophia 43 (1):249-257.
    Extreme formalism is a radical and important position in the aesthetics of inorganic nature. Zangwill offers a new formulation of what formal aesthetic properties are, according to which a formal aesthetic property of a thing is an aesthetic property that is determined merely by its appearance properties. An appearance property of a thing is the way it seems if perceived under certain conditions. With the notion of formal aesthetic properties formulated as such, extreme formalism, the claim that (...)
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  2.  5
    Beauty Naturalized.Stefan Lorenz Sorgner - 2018 - Proceedings of the XXIII World Congress of Philosophy 1:321-325.
    In this paper, I wish to put forward some aspects of the ethical relevance of two concepts of formal beauty today, which are of particular relevance for music and architecture, as these two arts are mainly non-representational. What concern me here are the two formal concepts of beauty, which correspond to two types of numerical ratios, the harmonic ratio and the ratio of self-similarity. In the Pythagorean and Platonic tradition these ratios have been explained by reference (...)
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  3.  32
    Beautiful Perception and its Object. Mendelssohn’s theory of mixed sentiments reconsidered.Anne Pollok - 2018 - Kant Studien 109 (2):270-285.
    : Complex aesthetic perception, according to Mendelssohn’s writings between 1755 and 1771, is most alluring if it showcases a breach in the order of perfection. With this, Mendelssohn introduces a shift in our understanding of the artistic act of imitation: Artistic semblance is always lacking, and a painting that does not point to this fact is, in fact, displeasing. This is also the main reason why we enjoy non-beautiful art: in the artistic rendering of an unpleasant ‘object’ we focus on (...)
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  4. Ten Reasons to Care About the Sleeping Beauty Problem.Michael G. Titelbaum - 2013 - Philosophy Compass 8 (11):1003-1017.
    The Sleeping Beauty Problem attracts so much attention because it connects to a wide variety of unresolved issues in formal epistemology, decision theory, and the philosophy of science. The problem raises unanswered questions concerning relative frequencies, objective chances, the relation between self-locating and non-self-locating information, the relation between self-location and updating, Dutch Books, accuracy arguments, memory loss, indifference principles, the existence of multiple universes, and many-worlds interpretations of quantum mechanics. After stating the problem, this article surveys its connections (...)
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  5.  21
    A comment on Dietmar Heidemann’s account on Kant’s Non-Conceptual Aesthetics: Against an active understanding.Nora Schleich - 2021 - Con-Textos Kantianos 1 (13):275-285.
    This paper aims to contribute to an ongoing and controversial debate about non-conceptuality in Kantian aesthetics. It is a replica on a paper of Dietmar Heidemann in Con-Textos Kantianos N.° 12, to which I do consent, but I’d like to give some additional comments on a specific issue: I show in this paper that the problem about whether or not the understanding contributes to aesthetic judgment can be elucidated by means of a revaluation of the imagination’s capacity of formal (...)
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  6.  87
    Reflections on Mathematics and Aesthetics.John L. Bell - 2015 - Aisthesis: Pratiche, Linguaggi E Saperi Dell’Estetico 8 (1):159-179.
    In this paper I reflect on the nature of mathematical beauty, and examine the connections between mathematics and the arts. I employ Plutarch’s distinction between the intelligible and the sensible, to compare the beauty of mathematics with the beauties of music, poetry and painting. While the beauty of mathematics is almost exclusively intelligible, and the beauties of these arts primarily sensible, it is pointed out that the latter share with mathematics a certain kind of intelligible beauty. (...)
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  7.  22
    The non‐formal business of cyber cafés: a case‐study from India.Nimmi Rangaswamy - 2009 - Journal of Information, Communication and Ethics in Society 7 (2/3):136-145.
    PurposeThe purpose of this paper is to profile everyday management and business strategies of 30 cyber cafés in Mumbai and contextualize them in the broader and pervasive culture of non‐formal economy.Design/methodology/approachThe paper conducts an ethnographic study of open‐ended interviews of cyber café owner/managers to understand everyday patterns of managing a cyber café. The field observations and literature review aid an understanding of non‐formal economy in Mumbai.FindingsThe paper finds three important insights: business with internet technologies, even at the level (...)
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  8.  73
    The Formal Beauty of the Hercvles Fvrens.J. T. Sheppard - 1916 - Classical Quarterly 10 (02):72-.
    Many critics have condemned, some have defended, Euripides for composing a play ‘altogether wanting in the satisfaction which nothing but a unity of ideas could produce.’ It helps us little to marvel, with Paley, at the ‘obtuseness of critics who forsooth prefer “unity of ideas” to profoundly moving incidents, etc.,’ though it may be admitted that Paley has detected part of the truth when he calls attention to the importance of the fact that Athens is, throughout the play, the only (...)
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  9. Rethinking Non-Formal Education for Sustainable Futures in Asia-Pacific.Ace Victor Franco Aceron - 2018 - In Riel Miller (ed.), Transforming the future: anticipation in the 21st century. New York, NY: Routledge.
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  10. (1 other version)A Critique of Moderate Formalism.Simon Fokt - 2013 - Estetika: The European Journal of Aesthetics 50 (1):41-52.
    Moderate formalism is the view that all artworks which have aesthetic properties have formal aesthetic properties, and some but not all of those works also have non-formal aesthetic properties. Nick Zangwill develops this view in his Metaphysics of Beauty after having argued against its alternatives – extreme formalism and anti-formalism. This article reviews his arguments against the rivals of moderate formalism, and argues that the rejection of anti-formalism is unjustified. Zangwill does not succeed in proving that the (...)
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  11.  36
    Researching non-formal religious education: The example of the European study on confirmation work.Friedrich Schweitzer - 2017 - HTS Theological Studies 73 (4):1-8.
    This article discusses the need for researching non-formal religious education as a neglected field of empirical research in religious education. By describing the growing awareness of the theological and educational meaning and importance of non-formal education and by reviewing the literature on research in religious education which appears to be focused somewhat one-sidedly on the formal context of the school and of the school subject of Religious Education, the author creates a background for the presentation of current (...)
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  12.  50
    (1 other version)Formal and non-formal.Richard Rudner - 1949 - Philosophy of Science 16 (1):41-48.
    In some ways, I think, the analytic method in philosophy and science suffers from an embarrassment of riches. It has too many distinctions—in the sense that any distinction which is infirm, but which is yet carted about along with the necessary apparatus of a method, is superfluous. In these pages I propose to examine one such distinction.A principle which is subscribed to by almost all of the “analysers” with whose work I am acquainted is that which is constituted by a (...)
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  13.  38
    Interculturalism and Non‐formal Education in Brazil: A Buberian Perspective.Alexandre Guilherme, W. J. Morgan & Ida Freire - 2012 - Educational Philosophy and Theory 44 (9):1024-1039.
    Gilberto Freyre, the great Brazilian historian and sociologist, described Brazil as a ‘racial paradise’, a place where different races and nationalities have come to live together in a sort of ‘racial democracy’. The literature on this topic has become extensive as anthropologists, social scientists and historians felt the need to either prove or disprove such a claim. The argument that Brazil is a racial paradise or democracy is certainly romantic, even utopian; but it is true that Brazil has not experienced (...)
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  14.  30
    Husserl and Non-Formal Ethics.Veniero Venier - 2022 - Phenomenology and Mind 23:66-78.
    From its very beginnings, Husserl’s philosophical life was characterised by the interweaving between ethical reflection and logical-argumentative rigour. It is not just a matter of the constant efforts that were put into a theoretical formulation that was always aimed at constant formal coherence, but also and above all, of the progressive association of a rigorous ethics with the value of the individual-personal dimension. The phenomenological analysis of the values – intertwined with those of perceptive-intellective experiences, feeling and volition – (...)
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  15.  34
    Non-formal mechanisms in mathematical cognitive development: The case of arithmetic.David W. Braithwaite, Robert L. Goldstone, Han L. J. van der Maas & David H. Landy - 2016 - Cognition 149 (C):40-55.
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  16. Formalism in ethics and non-formal ethics of values.Max Scheler - 1973 - Evanston,: Northwestern University Press.
    Introductory Remarks IN A MAJOR WORK planned for the near future I will attempt to develop a non-formal ethics of Values on the broadest possible basis of ...
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  17.  30
    Reinventing Paulo Freire’s pedagogy in Finnish non-formal education: The case of Life Skills for All model.Juha Suoranta, Nina Hjelt, Tuukka Tomperi & Anna Grant - 2022 - Educational Philosophy and Theory 54 (13):2228-2242.
    The article contributes to the academic discussion on Paulo Freire’s pedagogical thinking as a basis for reinventing contemporary non-formal education. In Finland, Freire’s transformational/liberatory theory of adult learning was applied as a framework for developing an adult educational model called Life Skills for All. The pilot project’s case studies were carried out with different groups of people during the model’s development phase. We describe these cases and discuss what can be learned from them for offering basic and life skills (...)
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  18.  45
    Formalism in Ethics and Non-Formal Ethics of Value. [REVIEW]D. C. J. - 1974 - Review of Metaphysics 27 (4):813-814.
    One can only look with favor upon the appearance of the English translation of this tremendously important work in the history of ethical theory in twentieth century European philosophy. We are also fortunate to have in Manfred Frings both the general editor of the German edition of the collected works of Scheler and a skillful translator of this significant work. In this work, Scheler hopes to mediate between Kant’s empty formalism and ethical relativism by developing an absolutistic ethics which nonetheless (...)
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  19. Martin Buber’s Philosophy of Education and its Implications for Non-Formal Education.A. Guilherme & W. John Morgan - 2009 - International Journal of Lifelong Learning 28 (5).
    The Jewish philosopher and educator Martin Buber (1878–1965) is considered one of the twentieth century’s greatest contributors to the philosophy of religion and is also recognized as the pre-eminent scholar of Hasidism. He has also attracted considerable attention as a philosopher of education. However, most commentaries on this aspect of his work have focussed on the implications of his philosophy for formal education and for the education of the child. Given that much of Buber’s philosophy is based on dialogue, (...)
     
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  20.  33
    The Non-formal Ethics of Value of Max Scheler and the Shift in his Thought.Peter H. Spader - 1974 - Philosophy Today 18 (3):217-233.
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  21.  13
    (1 other version)Non-Formal Properties of Real Mathematical Proofs.Jean Paul Van Bendegem - 1988 - PSA Proceedings of the Biennial Meeting of the Philosophy of Science Association 1988 (1):249-254.
    Suppose you attend a seminar where a mathematician presents a proof to some of his colleagues. Suppose further that what he is proving is an important mathematical statement Now the following happens: as the mathematician proceeds, his audience is amazed at first, then becomes angry and finally ends up disturbing the lecture (some walk out, some laugh, …). If in addition, you see that the proof he is presenting is formally speaking (nearly) correct, would you say you are witnessing an (...)
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  22. What Influences Participation in Non-formal and Informal Modes of Continuous Vocational Education and Training? An Analysis of Individual and Institutional Influencing Factors.Julia Lischewski, Susan Seeber, Eveline Wuttke & Therese Rosemann - 2020 - Frontiers in Psychology 11.
    Participation in further education is a central success factor for economic growth and societal as well as individual development. This is especially true today because in most industrialized countries, labor markets and work processes are changing rapidly. Data on further education, however, show that not everybody participates and that different social groups participate to different degrees. Activities in continuous vocational education and training are mainly differentiated as formal, non-formal and informal CVET, whereby further differences between offers of non- (...) and informal CVET are seldom elaborated. Furthermore, reasons for participation or non-participation are often neglected. In this study, we therefore analyze and compare predictors for participation in both forms of CVET, namely, non-formal and informal. To learn more about the reasons for participation, we focus on the individual perspective of employees and additionally integrate institutional characteristics. The results mainly show that non-formal CVET is still strongly influenced by institutional settings. In the case of informal CVET, on the other hand, the learning biography plays a central role. (shrink)
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  23.  25
    Formalism in Ethics and Non-formal Ethics of Value.Selected Philosophical Essays.John H. Nota - 1977 - Philosophy and Phenomenological Research 37 (3):420-423.
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  24.  16
    Formalism in Ethics and Non-Formal Ethics of Values Osi: A New Attempt Toward the Foundation of an Ethical Personalism.Manfred S. Frings & Robert L. Funk (eds.) - 1973 - Northwestern University Press.
    A lengthy critique of Kant's apriorism precedes discussions on the ethical principles of eudaemonism, utilitarianism, pragmatism, and positivism.
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  25.  13
    Formalism in Ethics and Non-Formal Ethics of Values, by Max Scheler, translated by Manfred S.A. G. Pleydell-Pearce - 1976 - Journal of the British Society for Phenomenology 7 (2):139-143.
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  26. Aesthetic Form: Formal Beauty and the Problem of Relativism in the Theories of Hutcheson and Kant.Carolyn Wilker Korsmeyer - 1972 - Dissertation, Brown University
     
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  27.  34
    Educating for virtue: How wisdom coordinates informal, non-formal and formal education in motivation to virtue in Canada and South Korea.Zhe Feng, Monika Ardelt, Hyeyoung Bang & Michel Ferrari - 2019 - Journal of Moral Education 48 (1):47-64.
    ABSTRACTHow do different forms of education contribute to value preferences? Clearly, informal education through personal experiences that shape one’s sense of identity and frame cultural expectations and opportunities, non-formal education through religious traditions and formal state-mandated education all contribute to value preferences in culturally-specific ways. However, wisdom should allow people to coordinate culturally-specific education in ways that promote prosocial values. Our study considered the relative strength of four value-orientations from Schwartz’s Personal Values Questionnaire and of 15 core virtues (...)
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  28.  46
    (3 other versions)Exercises in non-formal logic.Alec Fisher - 1993 - Cogito 7 (2):118-121.
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  29.  46
    Rudner Richard. Formal and non-formal. Philosophy of science, vol. 16 , pp. 41–48.Morris Lazerowitz - 1949 - Journal of Symbolic Logic 14 (3):204-205.
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  30.  15
    Church Youth Work in the Context of Non-Formal Religious Education: The Case of the Catholic Church.S. U. Mehmet - 2024 - Fırat Üniversitesi İlahiyat Fakültesi Dergisi 28 (2):153-166.
    Church youth work is the activities and programs organized by churches for young people. These activities aim to contribute to the religious, spiritual and social development of young people. Church youth work brings young people together and supports them in areas such as religious education, spiritual development, community service, leadership development and active participation in the religious community. It is seen that youth work, which was previously a part of family work, has been organized as a different field of work (...)
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  31.  98
    Logic as (Normative) Inference Theory: Formal vs. Non-formal Theories of Inference Goodness.Lilian Bermejo-Luque - 2008 - Informal Logic 28 (4):315-334.
    I defend a conception of Logic as normative for the sort of activities in which inferences super-vene, namely, reasoning and arguing. Toulmin’s criticism of formal logic will be our framework to shape the idea that in order to make sense of Logic as normative, we should con-ceive it as a discipline devoted to the layout of arguments, understood as the representations of the semantic, truth relevant, properties of the inferences that we make in arguing and reason-ing.
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  32.  6
    Educational offer and inclusion in non-formal adult education area.Elena Rizova - 2020 - Годишен зборник на Филозофскиот факултет/The Annual of the Faculty of Philosophy in Skopje 73:93-100.
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  33. Towards the formal study of models in the non-formal sciences.Leo Apostel - 1960 - Synthese 12 (2-3):125 - 161.
    I. The function of models in the empirical sciencesII. Structure and purpose: conditions of a structural nature which models should satisfy in order to accomplish their function.III. Generalisation and specialisation of the classical definition of model, in view of the above requirements:the algebraic model conceptthe semantic model conceptthe syntactical model conceptIV. Attempt towards reunification: the concept of model on a pragmatic basis.
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  34.  10
    A Space of Our Own: Non-Formal Education for Elder Women in Andalusia.Piritta Pietilä - 2009 - European Journal of Women's Studies 16 (1):53-66.
    This article studies the participation of a group of elder females in a local health promotion association. The research is based on fieldwork carried out between 2004 and 2007 in an Andalusian agro-town. Drawing on ethnographic data collected, the participation of the women in the association and its influence on and significance for them are examined in terms of sociability, the public sphere and empowerment. The association serves as a special space for these women, who have highly gendered roles and (...)
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  35. The Gravity of Pure Forces.Nico Jenkins - 2011 - Continent 1 (1):60-67.
    continent. 1.1 (2011): 60-67. At the beginning of Martin Heidegger’s lecture “Time and Being,” presented to the University of Freiburg in 1962, he cautions against, it would seem, the requirement that philosophy make sense, or be necessarily responsible (Stambaugh, 1972). At that time Heidegger's project focused on thinking as thinking and in order to elucidate his ideas he drew comparisons between his project and two paintings by Paul Klee as well with a poem by Georg Trakl. In front of Klee's (...)
     
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  36.  13
    Coding with Patience (Programare cu Rabdare) – a Non-Formal Educational Initiative to Increase the ICT Skills.Bogdan Patrut, Stefan-Alfred Maris & Simina Maris - 2020 - Postmodern Openings 11 (3):290-302.
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  37. Time-Slice Rationality and Self-Locating Belief.David Builes - 2020 - Philosophical Studies 177 (10):3033-3049.
    The epistemology of self-locating belief concerns itself with how rational agents ought to respond to certain kinds of indexical information. I argue that those who endorse the thesis of Time-Slice Rationality ought to endorse a particular view about the epistemology of self-locating belief, according to which ‘essentially indexical’ information is never evidentially relevant to non-indexical matters. I close by offering some independent motivations for endorsing Time-Slice Rationality in the context of the epistemology of self-locating belief.
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  38. Gonzo Strategies of Deceit: An Interview with Joaquin Segura.Brett W. Schultz - 2011 - Continent 1 (2):117-124.
    Joaquin Segura. Untitled (fig. 40) . 2007 continent. 1.2 (2011): 117-124. The interview that follows is a dialogue between artist and gallerist with the intent of unearthing the artist’s working strategies for a general public. Joaquin Segura is at once an anomaly in Mexico’s contemporary art scene at the same time as he is one of the most emblematic representatives of a larger shift toward a post-national identity among its youngest generation of artists. If Mexico looks increasingly like a foreclosed (...)
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  39.  29
    Formalism around 1800: A Grudging Concession to Aesthetic Sensibility.Paul Guyer - 2019 - Filozofija I Društvo 30 (2):241-256.
    This paper compares the outwardly similar structural formalisms of Marc- Antoine Laugier and Arthur Schopenhauer. Laugier purports to base his aesthetics on an historical argument from the “primitive hut”; but his preferences are really based on aversion to structurally and programmatically non-functional elements. His preferences show disregard for purely aesthetic considerations, such as pleasing proportions. Schopenhauer’s formalism is based on his cognitivist approach to aesthetics, according to which architecture is above all supposed to demonstrate relations between load and support, but (...)
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  40.  31
    Corrigendum to ‘‘Non-formal mechanisms in mathematical cognitive development: The case of arithmetic’’ [Cognition 149 (2016) 40–55]. [REVIEW]David W. Braithwaite, Robert L. Goldstone, Han L. J. van der Maas & David H. Landy - 2016 - Cognition 151 (C):113.
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  41.  19
    Travelling to die: views, attitudes and end-of-life preferences of Israeli considering receiving aid-in-dying in Switzerland.Daniel Sperling - 2022 - BMC Medical Ethics 23 (1):1-18.
    BackgroundFollowing the increased presence of the Right-to-Die Movement, improved end-of-life options, and the political and legal status of aid-in-dying around the globe, suicide tourism has become a promising alternative for individuals who wish to end their lives. Yet, little is known about this from the perspective of those who engage in the phenomenon.MethodsThis study applied the qualitative research approach, following the grounded theory tradition. It includes 11 in-depth semi-structured interviews with Israeli members of the Swiss non-profit Dignitas who contemplated traveling (...)
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  42. Political Poetry: A Few Notes. Poetics for N30.Jeroen Mettes - 2012 - Continent 2 (1):29-35.
    continent. 2.1 (2012): 29–35. Translated by Vincent W.J. van Gerven Oei from Jeroen Mettes. "Politieke Poëzie: Enige aantekeningen, Poëtica bij N30 (versie 2006)." In Weerstandbeleid: Nieuwe kritiek . Amsterdam: De wereldbibliotheek, 2011. Published with permission of Uitgeverij Wereldbibliotheek, Amsterdam. L’égalité veut d’autres lois . —Eugène Pottier The modern poem does not have form but consistency (that is sensed), no content but a problem (that is developed). Consistency + problem = composition. The problem of modern poetry is capitalism. Capitalism—which has no (...)
     
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  43.  67
    Aesthetics, morals, and Max Scheler's non-formal values.Peter H. Spader - 1976 - British Journal of Aesthetics 16 (3):230-236.
  44. The Method of In-between in the Grotesque and the Works of Leif Lage.Henrik Lübker - 2012 - Continent 2 (3):170-181.
    “Artworks are not being but a process of becoming” —Theodor W. Adorno, Aesthetic Theory In the everyday use of the concept, saying that something is grotesque rarely implies anything other than saying that something is a bit outside of the normal structure of language or meaning – that something is a peculiarity. But in its historical use the concept has often had more far reaching connotations. In different phases of history the grotesque has manifested its forms as a means of (...)
     
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  45.  66
    The non-miraculous success of formal analogies in quantum theories.Doreen Fraser - 2020 - In Juha Saatsi & Steven French (eds.), Scientific Realism and the Quantum. Oxford: Oxford University Press.
    The Higgs model was developed using purely formal analogies to models of superconductivity. This is in contrast to historical case studies such as the development of electromagnetism, which employed physical analogies. As a result, quantum case studies such as the development of the Higgs model carry new lessons for the scientific realism--anti-realism debate. I argue that, by breaking the connection between success and approximate truth, the use of purely formal analogies is a counterexample to two prominent versions of (...)
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  46.  13
    What Is Wrong with Aesthetic Empiricism? An Experimental Study.Clément Canonne & Pierre Saint-Germier - forthcoming - Review of Philosophy and Psychology:1-35.
    According to Aesthetic Empiricism, only the features of artworks accessible by sensory perception can be aesthetically relevant. In other words, aesthetic properties supervene on perceptual properties. Although commonly accepted in early analytic aesthetics, Aesthetic Empiricism has been the target of a number of thought experiments popularized by Gombrich, Walton, and Levinson, purporting to show that perceptually indiscernible artworks may differ aesthetically. In particular, this literature exploits three kinds of differences among perceptually indiscernible artworks that may account for aesthetic differences: relative (...)
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  47.  20
    Learning at Not-School: A Review of Study, Theory, and Advocacy for Education in Non-Formal Settings.Julian Sefton-Green - 2012 - MIT Press.
    In "Learning at Not-School," Julian Sefton-Green explores studies and scholarly research on out-of-school learning, investigating just what it is that is distinctive about the quality of learning in these "not-school" settings.
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  48.  39
    Formalizing non-standard arguments in second-order arithmetic.Keita Yokoyama - 2010 - Journal of Symbolic Logic 75 (4):1199-1210.
    In this paper, we introduce the systems ns-ACA₀ and ns-WKL₀ of non-standard second-order arithmetic in which we can formalize non-standard arguments in ACA₀ and WKL₀, respectively. Then, we give direct transformations from non-standard proofs in ns-ACA₀ or ns-WKL₀ into proofs in ACA₀ or WKL₀.
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  49. Greek Returns: The Poetry of Nikos Karouzos.Nick Skiadopoulos & Vincent W. J. Van Gerven Oei - 2011 - Continent 1 (3):201-207.
    continent. 1.3 (2011): 201-207. “Poetry is experience, linked to a vital approach, to a movement which is accomplished in the serious, purposeful course of life. In order to write a single line, one must have exhausted life.” —Maurice Blanchot (1982, 89) Nikos Karouzos had a communist teacher for a father and an orthodox priest for a grandfather. From his four years up to his high school graduation he was incessantly educated, reading the entire private library of his granddad, comprising mainly (...)
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  50.  25
    Recognition of the results of non-formal adult education: American experience.Terokhina Nataliia - 2017 - Science and Education: Academic Journal of Ushynsky University 25 (5):80-85.
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