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This book discusses how China’s transformations in the last century have shaped its arts and its philosophical aesthetics. For instance, how have political, economic and cultural changes shaped its aesthetic developments? Further, how have its long-standing beliefs and traditions clashed with modernizing desires and forces, and how have these changes materialized in artistic manifestations? In addition to answering these questions, this book also brings Chinese philosophical concepts on aesthetics into dialogue with those of the West, making an important contribution to the fields of art, comparative aesthetics and philosophy.
This book introduces traditional and modern aesthetics and arts, comparing the similarities and differences between traditional and modern Chinese aesthetics. It also explores the aesthetic implications of traditional Chinese paintings, and discusses the development of aesthetics throughout history, as well as the changes and improvements in Chinese aesthetics in the context of globalization.
How contemporary Chinese art is creating “a philosophy of life, a philosophy of politics, and a natural philosophy,” as artist Qiu Zhijie says it must, is explored in this collection of essays by philosophers and art historians from America and China.
Contemporary Chinese art is still a young field now being opened up to critical academic research. Negotiating Difference is a pioneering collection of articles which engage with contemporary Chinese art in a global context. The contributions collectively address the urgent methodological question of how to describe, contextualize and theorize artworks and artistic processes in and beyond the People's Republic of China since the end of the Cultural Revolution. The studies break new ground as they chalk out the transcultural entanglements of which art and its practices partake and which they in turn reconfigure. The book features 20 essays written by a select group of international junior and senior scholars engaged in ambitious and methodologically innovative research on contemporary Chinese art. Their multi-faceted, in part interdisciplinary approaches are complemented by four contributions by distinguished practitioners in the field, who - as art curators and critics - are located in China and explore key developments within Chinese art and the changing art scene of the last three decades.
In recent decades the previously assumed dominance within the international art world of western(ized) conceptions of aesthetic modernity has been challenged by a critically becalming diversification of cultural outlooks widely referred to as 'contemporaneity'. Contributing to that diversification are assertions within mainland China of essential differences between Chinese and western art. In response to the critical impasse posed by contemporaneity, Paul Gladston charts a historical relay of mutually formative interactions between the artworlds of China and the West as part of a new transcultural theory of artistic criticality. Informed by deconstructivism as well as syncretic Confucianism, Gladston extends this theory to a reading of the work of the artist Zhang Peili and his involvement with the Hangzhou-based art group, the Pond Association (Chi she). Revealed is a critical aesthetic productively resistant to any single interpretative viewpoint, including those of Chinese exceptionalism and the supposed immanence of deconstructivist uncertainty. Addressing art in and from the People's Republic of China as a significant aspect of post-West contemporaneity, Gladston provides a new critical understanding of what it means to be 'contemporary' and the profound changes taking place in the art world today.
Author : Rafal Banka Publisher : State University of New York Press Page : 311 pages File Size : 49,59 MB Release : 2022-07-01 Category : Philosophy ISBN : 1438489250
This is the first book on the role of cognition in the aesthetic theory of Li Zehou (1930–2021), one of China's most important and influential contemporary philosophers. The cognitive dimension and its integration with practice is discussed by examining one of Li's pivotal concepts: "subjectality," a human subject shaped by the world in which they live, including beauty and aesthetic experience. Li's theory is also contextualized in the threefold inspiration coming from Confucian, Kantian, and Marxist philosophies, which differently conceptualize the aesthetic and cognitive dimensions in humans. By referring to different aesthetic theories and interdisciplinary approaches to cognition, the book aims to show how Li's cognitively oriented project can contribute to contemporary research into aesthetics. Although primarily written for philosophers working in aesthetics, Chinese, and comparative philosophy, the book is also addressed to anyone interested in contemporary Chinese thought.
Globalization euphoria and enthusiasm for the West are on the decline in contemporary China. Critical voices make themselves heard in artistic and cultural circles, turning towards their personal everyday lives to take stock. Their questions revolve around concrete experiences in the radical upheaval of lifeworlds, the continued significance of traditions after many of them have been thoroughly uprooted, and the paradoxes produced by the predominance of neo-liberalism. The 17 positions assembled in this volume provide a vivid illustration of such a »new thoughtfulness« in a wide variety of aspects ranging from aesthetics and art to theatre and photography.
Art education can be a wonderful discipline for teaching people how to see and shape the world and find aesthetic and humanistic meaning in life. In the past few decades, however, art education has failed to fulfill its best potential largely because of the polarized debate between the modernists and postmodernists, especially in regard to the question of how the artistic self relates to the spiritual self within the context of a community. In my dissertation, the theoretical and practical possibilities of contemporary art education are explored through comparative studies of Western and Chinese aesthetics and art education theories. Art educators are the agents for change in the field. Thus, my main aim in this dissertation is to examine possibilities, and map out directions that reflect meaning and value in art for the improvement of art teacher education. There is much that Chinese aesthetic theory can contribute to the development of Western art. Similarly, there is much of value that China can learn from Western art. In this respect, an academic visit arranged by the Chinese art educator, Professor Guo, in which my Senior Supervisor Professor Richmond and I visited three national academies of fine art in China in 2003 has become a preliminary cross-cultural dialogue between Western and Chinese art educators. Additionally, ideas and questions which came up for discussion during the academic visit have become a source for my dissertation; one key question is what are the possible solutions for offsetting the impact of globalization on contemporary art and art education? Perhaps, the Chinese concept of 'wholeness' (a vital theme in Chinese philosophy and aesthetics) and the approach of self-cultivation (a core theory in Chinese art and art education) would be potential prescriptions. A positive outcome of the interchange of ideas between Western and Chinese cultural tradition might be to retain the explorative energy of Western art controlled by the internal discipline of Chinese aesthetics with the aim of training oneself to be a good human being by tuning the self to live harmoniously with other people and in hãrmony with the earth within the eternal cosmos.
In recent decades the previously assumed dominance within the international art world of western(ized) conceptions of aesthetic modernity has been challenged by a critically becalming diversification of cultural outlooks widely referred to as 'contemporaneity'. Contributing to that diversification are assertions within mainland China of essential differences between Chinese and western art. In response to the critical impasse posed by contemporaneity, Paul Gladston charts a historical relay of mutually formative interactions between the artworlds of China and the West as part of a new transcultural theory of artistic criticality. Informed by deconstructivism as well as syncretic Confucianism, Gladston extends this theory to a reading of the work of the artist Zhang Peili and his involvement with the Hangzhou-based art group, the Pond Association (Chi she). Revealed is a critical aesthetic productively resistant to any single interpretative viewpoint, including those of Chinese exceptionalism and the supposed immanence of deconstructivist uncertainty. Addressing art in and from the People's Republic of China as a significant aspect of post-West contemporaneity, Gladston provides a new critical understanding of what it means to be 'contemporary' and the profound changes taking place in the art world today.
This book articulates a unique conception of aesthetic educational philosophy and its relation to the Chinese world, drawing on the works of the prominent contemporary Chinese philosopher Zehou Li. The book outlines an aesthetics approach to educational maturity that recognises both the contributions of Western Enlightenment ideals and Chinese traditions, paving the way for an inclusive and post-comparative philosophy. It offers a nuanced discussion of Zehou Li’s thought and how his work can be framed at the border between traditional and modern China, between China and the West. The book combines a discussion of aesthetics with educational theory and considers their combined implications for educational practice (in particular in the first-person perspectives of students, parents and teachers), in both local and global contexts. Providing a way of doing philosophy of education that carefully considers interactions and overlaps between Western and Chinese civilisation, the book will be of great interest to researchers, academics and postgraduate students in the fields of educational philosophy, educational theory, and Chinese and cross-cultural philosophy.