LEADER 03137oam 2200469 450 001 9910639879403321 005 20231030193812.0 010 $a9783031195112$b(electronic bk.) 010 $z9783031195105 024 7 $a10.1007/978-3-031-19511-2 035 $a(MiAaPQ)EBC7167821 035 $a(Au-PeEL)EBL7167821 035 $a(CKB)25936417300041 035 $a(DE-He213)978-3-031-19511-2 035 $a(EXLCZ)9925936417300041 100 $a20230506d2023 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aWhy teaching art is teaching ethics /$fJohn Rethorst 205 $a1st ed. 2023. 210 1$aCham, Switzerland :$cSpringer,$d[2023] 210 4$dİ2023 215 $a1 online resource (164 pages) 311 08$aPrint version: Rethorst, John Why Teaching Art Is Teaching Ethics Cham : Springer,c2023 9783031195105 320 $aIncludes bibliographical references and index. 327 $aUtility, Principle, Virtue -- Particularism -- Perception and Representation -- Imagination and Metaphor -- Aesthetic Illumination -- Literary Expression -- Aristotle and Jane Austen -- Directions. . 330 $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. 606 $aArt$xStudy and teaching 606 $aArt$xMoral and ethical aspects 615 0$aArt$xStudy and teaching. 615 0$aArt$xMoral and ethical aspects. 676 $a808.06692 700 $aRethorst$b John$01274641 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910639879403321 996 $aWhy Teaching Art Is Teaching Ethics$93003356 997 $aUNINA