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What constitutes the study of philosophy or physics? What exactly does an anthropologist do, or a geologist or historian? In short, what are the arts and sciences? While many of us have been to college and many aspire to go, we may still wonder just what the various disciplines represent and how they interact. What are their origins, methods, applications, and unique challenges? What kind of people elect to go into each of these fields, and what are the big issues that motivate them? Curious to explore these questions himself, Dartmouth College professor and mathematician Dan Rockmore asked his colleagues to explain their fields and what it is that they do. The result is an accessible, entertaining, and enlightening survey of the ideas and subjects that contribute to a liberal education. The book offers a doorway to the arts and sciences for anyone intrigued by the vast world of ideas.
The intent of this volume is to provide an enticing review, for a general audience, of the very broad topic of connections between art and science; and the writing is deliberately casual and narrative rather than scholarly or encyclopedic. The scope is narrowed somewhat by emphasis on Western culture (with some examples from other civilizations) and by exclusion of literature. After overview chapters, the author delves into some specifics of architecture, decoration, painting and cognition, graphic design, and the performing arts, before concluding with a chapter on art and science symbiosis. The text is attractively produced and illustrated with some 200 (small) diagrams, photos, and reproductions. Strosberg is co-founder of Recontres Art et Science, an association in Paris that sponsors conferences and other events in collaboration with UNESCO. This work was originally published in French, in Paris, in 1999 by UNESCO (although its connection with that agency's mission is not entirely clear). c. Book News Inc.
In recent history, the arts and sciences have often been considered opposing fields of study, but a growing trend in drawing research is beginning to bridge this divide. Gemma Anderson’s Drawing as a Way of Knowing in Art and Science introduces tested ways in which drawing as a research practice can enhance morphological insight, specifically within the natural sciences, mathematics and art. Inspired and informed by collaboration with contemporary scientists and Goethe’s studies of morphology, as well as the work of artist Paul Klee, this book presents drawing as a means of developing and disseminating knowledge, and of understanding and engaging with the diversity of natural and theoretical forms, such as animal, vegetable, mineral and four dimensional shapes. Anderson shows that drawing can offer a means of scientific discovery and can be integral to the creation of new knowledge in science as well as in the arts.
In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.
The book is organized around 4 sections. The first deals with the creativity and its neural basis (responsible editor Emmanuelle Volle). The second section concerns the neurophysiology of aesthetics (responsible editor Zoï Kapoula). It covers a large spectrum of different experimental approaches going from architecture, to process of architectural creation and issues of architectural impact on the gesture of the observer. Neurophysiological aspects such as space navigation, gesture, body posture control are involved in the experiments described as well as questions about terminology and valid methodology. The next chapter contains studies on music, mathematics and brain (responsible editor Moreno Andreatta). The final section deals with evolutionary aesthetics (responsible editor Julien Renoult). Chapter "Composing Music from Neuronal Activity: The Spikiss Project" is available open access under a Creative Commons Attribution-NonCommercial 4.0 International License via link.springer.com.
This accessible and timely edited volume is at once provocative and original in shedding new light on the roles of science and arts creativities for 'future-making education'. An international set of expert authors grapple with innovative ways of thinking about the complex, textured and contested entanglements of knowledge and practice reconfigurings in STEAM education.
How the tools of STS can be used to understand art and science and the practices of these knowledge-making communities. In Art, Science, and the Politics of Knowledge, Hannah Star Rogers suggests that art and science are not as different from each other as we might assume. She shows how the tools of science and technology studies (STS) can be applied to artistic practice, offering new ways of thinking about people and objects that have largely fallen outside the scope of STS research. Arguing that the categories of art and science are labels with specific powers to order social worlds—and that art and science are best understood as networks that produce knowledge—Rogers shows, through a series of cases, the similarities and overlapping practices of these knowledge communities. The cases, which range from nineteenth-century artisans to contemporary bioartists, illustrate how art can provide the basis for a new subdiscipline called art, science, and technology studies (ASTS), offering hybrid tools for investigating art–science collaborations. Rogers’s subjects include the work of father and son glassblowers, the Blaschkas, whose glass models, produced in the nineteenth century for use in biological classification, are now displayed as works of art; the physics photographs of documentary photographer Berenice Abbott; and a bioart lab that produces work functioning as both artwork and scientific output. Finally, Rogers, an STS scholar and contemporary art–science curator, draws on her own work to consider the concept of curation as a form of critical analysis.
"This book introduces readers to a paradigm for understanding classical education that transcends the familiar three-stage pattern of grammar, logic, and rhetoric. Instead, this book describes the liberal arts as a central part of a larger and more robust paradigm of classical education that should consist of piety, gymnastic, music, liberal arts, philosophy, and theology. The book also recovers the means by which classical educators developed more than just intellectual virtue (by means of the seven liberal arts) by holistically cultivating the mind, body, will, and affections."--Back cover.
Of the Rise and Progress of the Arts and Sciences David Hume Of the Rise and Progress of the Arts and Sciences David Hume "Nothing requires greater nicety, in our inquiries concerning human affairs, than to distinguish exactly what is owing to chance, and what proceeds from causes; nor is there any subject, in which an author is more liable to deceive himself by false subtleties and refinements. To say, that any event is derived from chance, cuts short all farther inquiry concerning it, and leaves the writer in the same state of ignorance with the rest of mankind. But when the event is supposed to proceed from certain and stable causes, he may then display his ingenuity, in assigning these causes; and as a man of any subtlety can never be at a loss in this particular, he has thereby an opportunity of swelling his volumes, and discovering his profound knowledge, in observing what escapes the vulgar and ignorant." We are delighted to publish this classic book as part of our extensive Classic Library collection. Many of the books in our collection have been out of print for decades, and therefore have not been accessible to the general public. The aim of our publishing program is to facilitate rapid access to this vast reservoir of literature, and our view is that this is a significant literary work, which deserves to be brought back into print after many decades. The contents of the vast majority of titles in the Classic Library have been scanned from the original works. To ensure a high quality product, each title has been meticulously hand curated by our staff. Our philosophy has been guided by a desire to provide the reader with a book that is as close as possible to ownership of the original work. We hope that you will enjoy this wonderful classic work, and that for you it becomes an enriching experience. the Of the Rise and Progress of the Arts and Sciences book, Of the Rise and Progress of the Arts and Sciences pdf, Of the Rise and Progress of the Arts and Sciences review, Of the Rise and Progress of the Arts and Sciences David Hume, Of the Rise and Progress of the Arts and Sciences full text. We are delighted to publish this classic book as part of our extensive Classic Library collection. Many of the books in our collection have been out of print for decades, and therefore have not been accessible to the general public. The aim of our publishing program is to facilitate rapid access to this vast reservoir of literature, and our view is that this is a significant literary work, which deserves to be brought back into print after many decades. The contents of the vast majority of titles in the Classic Library have been scanned from the original works. To ensure a high quality product, each title has been meticulously hand curated by our staff. Our philosophy has been guided by a desire to provide the reader with a book that is as close as possible to ownership of the original work. We hope that you will enjoy this wonderful classic work, and that for you it becomes an enriching experience.