Entry requirements

22.5 credits from Aesthetics A or 22.5 credits from Practical Philosophy A or 22.5 credits from Theoretical Philosophy A

Learning outcomes

At the completion of the course, students are expected to:

• be able to use the concepts and distinctions necessary for critical evaluation of philosophical theories and arguments
• be able to read and understand texts with significant proportions of historical analysis and philosophical argument
• demonstrate a systematic understanding of a number of problems central to contemporary philosophical aesthetics
• show very good knowledge of philosophical aesthetics in general
• be able to analyse strengths and weaknesses in the particular theories studied
• be able to critically discuss the relations between different aesthetic theories and a selection of works of art that challenge those theories
• be able to use theoretical tools to argue for and against central theories about aesthetic value, art, and the experience of art.

Content

In this course we study three central problems within philosophical aesthetics. We start by looking at a specific aesthetic concept (for instance, aesthetic value, aesthetic experience or aesthetic judgment) and investigate various theories and definitions of how the concept should be understood. Secondly, we turn to an issue about art in general or a specific art form to gain insight into how art may affect us and why we think that art is valuable (for instance: "Can music express emotions?" or "How does a painting differ from a photograph?"). We end by looking at an issue that concerns the broadening of aesthetics into domains outside of art (for instance: "How do we experience nature aesthetically?" or "Can functional or everyday objects be beautiful?"). The specific issues treated may vary from semester to semester.

Instruction

Instruction is provided through lectures and seminars.

Assessment

The assessment is based upon take-home assignments.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.