001453769 000__ 03558cam\a22004937i\4500
001453769 001__ 1453769
001453769 003__ OCoLC
001453769 005__ 20230314003443.0
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001453769 008__ 230107s2023\\\\sz\\\\\\ob\\\\001\0\eng\d
001453769 019__ $$a1356797513$$a1356798155
001453769 020__ $$a9783031195112$$q(electronic bk.)
001453769 020__ $$a3031195116$$q(electronic bk.)
001453769 020__ $$z9783031195105
001453769 020__ $$z3031195108
001453769 0247_ $$a10.1007/978-3-031-19511-2$$2doi
001453769 035__ $$aSP(OCoLC)1357019176
001453769 040__ $$aEBLCP$$beng$$erda$$cEBLCP$$dYDX$$dGW5XE$$dEBLCP$$dUKAHL$$dN$T
001453769 049__ $$aISEA
001453769 050_4 $$aN85$$b.R47 2023
001453769 08204 $$a707.1$$223/eng/20230125
001453769 1001_ $$aRethorst, John,$$eauthor.
001453769 24510 $$aWhy teaching art is teaching ethics /$$cJohn Rethorst.
001453769 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2023]
001453769 300__ $$a1 online resource (164 pages)
001453769 336__ $$atext$$btxt$$2rdacontent
001453769 337__ $$acomputer$$bc$$2rdamedia
001453769 338__ $$aonline resource$$bcr$$2rdacarrier
001453769 504__ $$aIncludes bibliographical references and indexes.
001453769 5050_ $$aIntro -- Foreword -- Preface -- Contents -- 1 Utility, Principle, Virtue -- 2 Particularism -- 3 Perception and Representation -- 4 Imagination and Metaphor -- 5 Aesthetic Illumination -- 6 Art and Truth -- 7 Literary Expression -- 8 Aristotle and Jane Austen -- 9 Directions -- Notes -- Glossary -- Bibliography -- Name Index -- Subject Index
001453769 506__ $$aAccess limited to authorized users.
001453769 520__ $$aThis exhaustively-researched, carefully-focused book asks whether imagination, emotion and art can enlighten our sense of right and wrong, looking at this question through the lens of moral philosophy with contributions from cognitive science, psychology and neurology. If moral thinking is simply logical reasoning or following God-given law, why did the poet Shelley say that "the great instrument of moral good is the imagination"? Why does ethical reasoning tend towards absolutes: something is either right or wrong, period, while a thoughtful minority values the "priority of the particular" that unique aspects of a situation may come closer to the heart of the matter than any general rules could? Are emotions, as many philosophers in history have theorized, only a distraction from the clear perception of duty, or do feelings add something important, even critical, to how we judge good and bad, right and wrong? Can great works of art and literature embody imagination, the particular, and emotions to illuminate human life in ways crucial to ethical thinking? This book introduces an original idea in philosophy, "moral density," which for the first time elucidates the profound relation between art and ethics. Written for the literate layperson, an academic or technical background is not necessary, so this book will be of interest not only to philosophers and educators, but to all who are concerned with what is good, and how to see it and teach it.
001453769 588__ $$aDescription based on online resource; title from digital title page (viewed on January 20, 2023).
001453769 650_0 $$aArt$$xStudy and teaching.
001453769 650_0 $$aArt$$xMoral and ethical aspects.
001453769 655_0 $$aElectronic books.
001453769 77608 $$iPrint version:$$aRethorst, John$$tWhy Teaching Art Is Teaching Ethics$$dCham : Springer,c2023$$z9783031195105
001453769 852__ $$bebk
001453769 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-19511-2$$zOnline Access$$91397441.1
001453769 909CO $$ooai:library.usi.edu:1453769$$pGLOBAL_SET
001453769 980__ $$aBIB
001453769 980__ $$aEBOOK
001453769 982__ $$aEbook
001453769 983__ $$aOnline
001453769 994__ $$a92$$bISE