1,720,997 research outputs found
Aesthetic Education
No full textThe problem of aesthetical education has represented, for a long time, a theme of major importance both in the fields of philosophy and pedagogy. Within the present framework, it has arguably become complex and more difficult to understand and explain what aesthetical education actually means: what characteristics and functions it has, which are its limits and preconditions. In an age characterized by mass media and by a widespread aestheticism, it appears that mostly anything can assume an aesthetical value. Therefore, if on one hand the clear boundaries between cultured and popular and art have disappeared, the role of art as an exemplar convey of certain kind of experiences is not at all obvious. Moreover, the crisis that has been affecting the idea of beauty – already begun in the Romantic period - has raised doubts not only upon the educational model based on the kalokagathìa (an ideal of moral and physical perfection), but also on the links between beauty and harmony (order, form, proportion, internal law, equilibrium): a system extensively assumed by those who recognized an formative value to the aesthetical dimension. Our discomfort in facing such an issue does not relate to an inherent outdatedness of the issue, but it rather depends on the impossibility to continue to define the issue itself in the usual terms. It would be perhaps necessary to rethink the idea of aesthetical education, by integrating the traditional approaches with the insights coming from new research areas. This issue of “Studi di estetica” aims at fathoming some interrogatives over the current state of the research. In particular, the major questions we intend to address in this issue of “Studi di estetica” are: - Given the fact that - as often underlined - the aestheticization can overturn in anesthetization, in a contraction of sensibility, is it still meaningful to propose an ideal or an educational project highlighted by an aesthetical dimension intended as a central element of formative processes? If it still has a sense, what role could Art play in the abovementioned process? - Given the crisis involving beauty intended as an ideal, is it still possible to associate it to an educative value? If it is still possible, on what concept/declination of beauty is it based on? - Is it still possible to affirm that education to art and trough art develops - among other things - a critical approach to the aesthetisation of both reality and the quotidian life? If it is so, through which modalities
Visual Metaphors, Art Education and Pedagogical Practices in the Visual Age
No full textThe abstract explains which approaches and theoretical references will allow to explore the links between visual metaphors, art education and pedagogical practices
Visual Metaphors and Pedagogical Practices in the New Century
No full textIn the chapter, by brawing on Lakoff and Johnson’s Conceptual Metaphor Theory, the concept of enactive metaphor is discussed in order to reinterpret early childhood symbolic play as a process of enactment based on children’s capacity to perceive new affordances in objects. This concept builds on the idea that seeing an object as something else demands a decentering process in representational terms, hence a participatory process generating new domains of social sense-making. In the chapter it is claimed that this process can be facilitated by designing learning activities in contexts where preschoolers are offered the possibility to augment their metaphorical imageries by exploring non-structured materials and are offered access to digital technologies for the purpose of creating narrative structures including visual components
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
- …
