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Educating Sentiment: Hume's Contribution to the Philosophy of the Curriculum Regarding the Teaching of Art
Author(s) -
BarchanaLorand Dorit
Publication year - 2015
Publication title -
journal of philosophy of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 41
eISSN - 1467-9752
pISSN - 0309-8249
DOI - 10.1111/1467-9752.12097
Subject(s) - subjectivism , dilemma , reading (process) , argument (complex analysis) , epistemology , perspective (graphical) , pleasure , philosophy , taste , curriculum , art criticism , philosophy of education , sociology , higher education , psychology , art history , pedagogy , law , art , linguistics , political science , visual arts , chemistry , biochemistry , neuroscience , performance art
From the perspective of art education, the worst‐case philosophical scenario is the hedonist‐subjectivist account of art. If we measure art by the pleasure we gain from it, it may seem senseless to attempt teaching the reception of art. D avid H ume's ‘Of the Standard of Taste’ provides an argument for the art‐education enthusiast, explaining that—even on a subjectivist account—art education crystallises our own preferences. While I refer to a historical debate and provide a close reading of an 18 th ‐century essay, my goal is to offer a philosophical solution to an ongoing dilemma; I use H ume's essay to ground the justification of art education.