Project MUSE®: The Journal of Aesthetic Education - Latest Articles
https://muse.jhu.edu/journal/235
Project MUSE®: Latest articles in The Journal of Aesthetic Education.daily12026-05-12T00:00:00-05:00text/htmlen-USVol. 37, no. 1 (2003) through current issueLatest Articles: The Journal of Aesthetic EducationTWOProject MUSE®The Journal of Aesthetic Education1543-78090021-8510Latest articles in The Journal of Aesthetic Education. Feed provided by Project MUSE®Introduction: Aesthetics, Care, and Action: The Band Plays On
https://muse.jhu.edu/article/981874
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Knowing is not enough; we must apply. Willing is not enough; we must do.As we write in June 2025, violence continues to engulf many regions of the world, yet the disasters of war too often rapidly fade from the consciousness of those not directly affected as attention turns to local affairs and more immediate concerns. For the many navigating profound anxiety and despair, the theoretical uncertainty that Jacques Derrida identified in language has become a lived reality as the world faces crises of unprecedented scale and character: climate change, environmental collapse, and mass extinctions. What was once John Milton’s imagined pandemonium now seems to define our present moment.This only reinforces the fact that
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/235/image/coversmallIntroduction: Aesthetics, Care, and Action: The Band Plays On2026-02-01text/htmlen-USIntroduction: Aesthetics, Care, and Action: The Band Plays On2026-02-012026TWOProject MUSE®254412026-05-12T00:00:00-05:002026-02-01The Double Helix of Aesthetics and Self-Enacting Intentionality
https://muse.jhu.edu/article/981875
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One of the most profound shifts in modern thought has been the liberation of meaning from rigid hierarchical structures. In Of Grammatology, Jacques Derrida’s famous claim that “Il n’y a pas de hors-texte”—“there is nothing outside the text”—marks the end of an era that stretches back to classical Greece and the god Hermes.1 This shift dismantles the traditional logocentric worldview with its fixed boundaries and oppositions—according to preestablished orders of perception as emphasized in Jacques Rancière’s political-aesthetic notion of “the distribution of the sensible”—between the essential and the peripheral, inside and outside, ergon and parergon, native and foreign, striated and smooth.2 These once-stable
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/235/image/coversmallThe Double Helix of Aesthetics and Self-Enacting Intentionality2026-02-01text/htmlen-USThe Double Helix of Aesthetics and Self-Enacting Intentionality2026-02-012026TWOProject MUSE®961942026-05-12T00:00:00-05:002026-02-01Aesthetic Education in Everyday Life: The Role of Care
https://muse.jhu.edu/article/981876
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The Western aesthetics discourse during the twentieth century was often defined as the philosophy of art. Similarly, the discourse on aesthetic education is dominated by the issues related to art education. Historically and culturally, this predominance of art in aesthetics discourse is rather peculiar. Within the Western tradition, a lively debate on nature ensued in the eighteenth-century British aesthetics, culminating in Immanuel Kant’s aesthetics. However, nature aesthetics began to decline until Ronald Hepburn resurrected it in his seminal essay, “Contemporary Aesthetics and the Neglect of Natural Beauty,” originally published in 1966,1 which was soon followed by the development of environmental aesthetics
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/235/image/coversmallAesthetic Education in Everyday Life: The Role of Care2026-02-01text/htmlen-USAesthetic Education in Everyday Life: The Role of Care2026-02-012026TWOProject MUSE®906242026-05-12T00:00:00-05:002026-02-01Aesthetics of School Care: A Theoretical Foundation and Analytical Guideline to Approach Current Educational Challenges (in Chile and Beyond)
https://muse.jhu.edu/article/981877
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In Chile, the COVID-19 pandemic revealed deep, preexisting educational challenges. Following a school closure that lasted nearly two years, school violence and conflicts related to coexistence reached historic highs.1 Additionally, significant learning losses have been confirmed,2 alongside a notable deterioration in mental health, especially among high school students.3 Furthermore, school buildings that remained closed during the quarantine suffered from maintenance issues, and they continue to experience recurrent emergencies.4 Suddenly, the usual density of educational problems was overtaken by the urgency of addressing the immediate, real-life experiences of all students in a more integrated way.In response
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/235/image/coversmallAesthetics of School Care: A Theoretical Foundation and Analytical Guideline to Approach Current Educational Challenges (in Chile and Beyond)2026-02-01text/htmlen-USAesthetics of School Care: A Theoretical Foundation and Analytical Guideline to Approach Current Educational Challenges (in Chile and Beyond)2026-02-012026TWOProject MUSE®1443042026-05-12T00:00:00-05:002026-02-01Posthuman Ethical Aesthetics: An Applied Theatre Case
https://muse.jhu.edu/article/981878
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The relationship between ethics and aesthetics has a complex history in Western culture and has been the focus of philosophical reflection for centuries. For instance, in the Greek tradition, ethics and aesthetics were united in the ideal of kalós kai agathós (kalokagathia), which integrated beauty, virtue, and nobility of spirit. Plato and Aristotle saw beauty as a means to spiritual and moral growth. In the Middle Ages, aesthetics was subordinated to Christian ethics, while the Renaissance rediscovered the harmony between body and spirit. In the Enlightenment, Immanuel Kant separated ethics and aesthetics, emphasizing disinterested pleasure and the sublime.1 Beauty became emancipated from ethics with Romanticism
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/235/image/coversmallPosthuman Ethical Aesthetics: An Applied Theatre Case2026-02-01text/htmlen-USPosthuman Ethical Aesthetics: An Applied Theatre Case2026-02-012026TWOProject MUSE®960902026-05-12T00:00:00-05:002026-02-01Towards an Urban Aesthetics of Care and Engagement
https://muse.jhu.edu/article/981879
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In this essay, I propose an urban aesthetics that acknowledges the need for care-based action in the face of several critical challenges that conventional aesthetic models are poorly equipped to address. These challenges include inadequate and deteriorating infrastructure unable to withstand climate impacts; conflictual politics that prioritize visibility over functionality; complex human-environment relationships that require understanding as ecosystems; institutional barriers that prevent meaningful citizen engagement; and, on occasion, colonial legacies that disconnect urban form from cultural identities and local contexts. My approach builds on recent scholarship examining the relationship between aesthetic
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/235/image/coversmallTowards an Urban Aesthetics of Care and Engagement2026-02-01text/htmlen-USTowards an Urban Aesthetics of Care and Engagement2026-02-012026TWOProject MUSE®725912026-05-12T00:00:00-05:002026-02-01A Quantum Perspective on the Turmoil of Action, Care, and Aesthetic Education
https://muse.jhu.edu/article/981880
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As a practicing artist working within a “quantum paradigm,” I have adopted an experimental writing style in this article that mirrors quantum mechanical principles of uncertainty and discontinuity. Rather than following conventional linear argumentation, the article makes “quantum leaps” between ideas, contains incomplete transitions, and deliberately embraces ambiguity to embody the quantum concepts it explores. This methodological choice reflects my contention that traditional academic discourse is inadequate for discussing quantum-influenced aesthetics and care—that conventional clarity, when imposed on quantum subjects, results in a blur. As you read this article, I invite you to practice what John Keats called
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Project MUSE®https://muse.jhu.edu/2026-05-12T00:00:00-05:00https://muse.jhu.edu/journal/235/image/coversmallA Quantum Perspective on the Turmoil of Action, Care, and Aesthetic Education2026-02-01text/htmlen-USA Quantum Perspective on the Turmoil of Action, Care, and Aesthetic Education2026-02-012026TWOProject MUSE®392682026-05-12T00:00:00-05:002026-02-01