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Interest in the relationship between psychoanalysis and art - and other disciplines - is growing. In his new book Reflections on the Aesthetic: Psychoanalysis and the uncanny, Gregorio Kohon examines and reflects upon psychoanalytic understandings of estrangement, the Freudian notions of the uncanny and Nachträglichkeit, exploring how these are evoked in works of literature and art, and are present in our response to such works. Kohon provides close readings of and insights into the works of Franz Kafka, Jorge Luis Borges, Louise Bourgeois, Juan Muñoz, Anish Kapoor, Richard Serra, Edvard Munch, Kurt Schwitters, amongst others; the book also includes a chapter on the Warsaw Ghetto Monument and the counter-monument aesthetic movement in post-war Germany. Kohon shows how some works of art and literature represent something that otherwise eludes representation, and how psychoanalysis and the aesthetic share the task of making a representation of the unrepresentable. Reflections on the Aesthetic is not an exercise in "applied" psychoanalysis; psychoanalysis and art are considered by the author in their own terms, allowing a new understanding of the aesthetic to emerge. Kohon’s book makes compelling reading for psychoanalysts, psychotherapists, art therapists, literary and art critics, academics, students and all those interested in the matter of the aesthetic.
Interest in the relationship between psychoanalysis and art - and other disciplines - is growing. In his new book Reflections on the Aesthetic: Psychoanalysis and the uncanny, Gregorio Kohon examines and reflects upon psychoanalytic understandings of estrangement, the Freudian notions of the uncanny and Nachträglichkeit, exploring how these are evoked in works of literature and art, and are present in our response to such works. Kohon provides close readings of and insights into the works of Franz Kafka, Jorge Luis Borges, Louise Bourgeois, Juan Muñoz, Anish Kapoor, Richard Serra, Edvard Munch, Kurt Schwitters, amongst others; the book also includes a chapter on the Warsaw Ghetto Monument and the counter-monument aesthetic movement in post-war Germany. Kohon shows how some works of art and literature represent something that otherwise eludes representation, and how psychoanalysis and the aesthetic share the task of making a representation of the unrepresentable. Reflections on the Aesthetic is not an exercise in "applied" psychoanalysis; psychoanalysis and art are considered by the author in their own terms, allowing a new understanding of the aesthetic to emerge. Kohon’s book makes compelling reading for psychoanalysts, psychotherapists, art therapists, literary and art critics, academics, students and all those interested in the matter of the aesthetic.
"George Hagman looks anew at psychoanalytic ideas about art and beauty through the lens of current developmental psychology that recognizes the importance of attachment and affiliative motivational systems. In dialogue with theorists such as Freud, Ehrenzweig, Kris, Rank, Winnicott, Kohut, and many others, Hagman brings the psychoanalytic understanding of aesthetic experience into the 21st century. He amends and extends old concepts and offers a wealth of stimulating new ideas regarding the creative process, the ideal, beauty, ugliness, and -perhaps his most original contribution-the sublime. Especially welcome is his grounding of aesthetic experience in intersubjectivity and health rather than individualism and pathology. His emphasis on form rather than the content of an individual's aesthetic experience is a stimulating new direction for psychoanalytic theory of art. With this work Hagman stands in the company of his predecessors with this deeply-learned, sensitively conceived, and provocative general theory of human aesthetic experience."Ellen Dissanayake, author of "Art and Intimacy: How the Arts Began" and "Homo Aestheticus: Where Art Comes From and Why."
For over thirty years, portfolios have been used to help adult learners gain recognition for their prior learning and take greater control of their educational experiences. The portfolio has become a distinctive means of assessing such learning, serving as a meaningful alternative to conventional papers and standardized testing. Portfolio Development and the Assessment of Prior Learning: Perspectives, Models, and Practices provides a primer of flexible approaches to shaping and conducting portfolio-development courses. It offers practitioners in the field an extensive range of model assignments, readings, and classroom activities, each organized around a specific theme: Academic Orientation, The Meaning of Education, Personal Exploration, Learning from the Outsider Within, The World of Work and Careers, and Dimensions of Expertise. Twelve case studies by practitioners in the field then show how academics in the US and around the English-speaking world have adapted the portfolio to changing circumstances in order to deliver academically rich educational services for adults. These case studies highlight portfolio development in the context of web-based instruction, changing institutional imperatives, service to historically disenfranchised groups, partnerships with industry, and cross-institutional cooperation.In addition to serving as a valuable hands-on resource for practitioners, Portfolio Development and the Assessment of Prior Learning locates portfolios and assessment in a broad social and intellectual context. Thus, the authors also offer an historical overview of the usefulness of portfolios in the assessment of prior learning and then consider their use in the future, given current trends in higher education for adults. The book explores the implications of a changing educational landscape, in which new student populations, budgetary pressures, and understandings of knowledge both enrich and challenge student-centered approaches such as portfolios.The approaches and case studies are not only valuable to adult educators but, equally, to faculty in higher education concerned with the development of competency- and outcomes-based assessment.
The Eighty-Fourth Yearbook of the National Society for the Study of Education, Part II
Bence Nanay explores how many influential debates in aesthetics look very different, and may be easier to tackle, if we clarify the assumptions they make about perception and experience. He focuses on the ways in which the distinction between distributed and focused attention can help us re-evaluate various key concepts and debates in aesthetics.
Examines the notion of aesthetic experience as well as its value. This title brings together major voices that have directly theorised the concept of aesthetic experience or indirectly worked on topics connected to it.