Bence Nanay holds, that attention which is focused on one object, and distributed acrossits properties, gives rise to disinterestedness in phenomenal experience, and it therefore is involved in the occurence of the most paradigmatic kind of aesthetic experience.It is for this reason, that Nanay defines this sort of attention as "aesthetic attention". In this thesis, I point out, that Nanay's doctrine does justice to facts and phenomena,and that it succeeds in specifiying one of the necessary conditions, of what he takes as the "paradigmatic kind" of aesthetic experience. Nevertheless, as I go on to argue, Nanay fails to account for dissinterestedness' being insufficient for aesthetic experience, and avoids to ask the question we have been longing to ask, namely whether there is such a thing, as attention which is both necessary and sufficient for aesthetic experience. I, thereafter, provide an answer to this question, according to which aesthetic attention is, essencially, attention which is focused on non-derivative value, in an aesthetic context. In the remaining of the text, I make use of Gestalt theory, and thus explore the relationship between the kind of attention Nanay conceived of as "aesthetic attention", and the kind I define as such.

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Social hållbarhet är ett ämne som är mer aktuellt nu än någonsin, även om det sällan diskuteras i samband med estetik i den bebyggda miljön. De miljöer vi bygger är också de platser där vi tillbringar majoriteten av vår tid, och de påverkar hur vi mår. I takt med att städer växer och blir tätare så blir gestaltningen av dessa platser allt viktigare. Estetiken utgör en stor del av den bebyggda miljön och vår upplevelse när vi rör oss i städerna. Studier visar på att människor föredrar vissa estetiska element framför andra, och att både kropp och hjärna reagerar på estetiska stimuli. I den här uppsatsen utforskas sambandet mellan vad den forskning som finns kring exteriör byggnadsestetik säger, och hur estetiska preferenser inkluderas och diskuteras i stadsbyggnadsprojektet Rosendal i Uppsala i Sverige. / Social sustainability is discussed more today than ever before, but seldom in the context of aesthetics in the built environment. The environments we build are where we spend most of our time, and they affect our wellbeing. With cities growing faster and becoming denser, how we design our home becomes more and more important. Aesthetic variables are a large part of what the built environment is, and constitute much of what we experience on a daily basis when moving around our city. Studies suggest that some aesthetic elements are preferred over others, and that both body and brain respond to aesthetic stimuli. This thesis explores the relationship between what has been found on the subject of building exterior aesthetics so far, and how evidence on aesthetic preferences is addressed in the development project of Rosendal in Uppsala, Sweden

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Thesis advisor: Elisa Magri / This thesis will argue that art expresses feeling, affirming the expressivist theory of aesthetics of R.G. Collingwood, and will expand this thesis to say that aesthetic experience of nature is also expressive. By aesthetic experience of nature, I refer to an experience in which the subject is not merely observing, but appreciating the natural world for its aesthetic qualities. I will present the argument that such experiences of nature are governed by the same principles of expression and imagination that intentionally made art objects are. I will begin with an analysis of the expressivist theory of Collingwood, which asserts that all proper art is the result of expression followed by an act of imaginative creation. Following this, I will investigate the expression of feelings in the non-art aesthetic experience of nature. To do this I will present the work of Arnold Berleant, whose framework for aesthetic engagement will allow the expressivist theory of expression and imagination to apply in natural aesthetics. With this framework in place I will explore several examples of aesthetic experience of nature to illustrate this process at work. / Thesis (BA) — Boston College, 2024. / Submitted to: Boston College. Morrissey School of Arts and Sciences. / Discipline: Philosophy. / Discipline: Departmental Honors.

In this essay we study the practice of teaching and learning through aesthetic learning processes in a Waldorf School. Through an ethnographic field study three Waldorf teachers have been interviewed about their views regarding in what ways aesthetic learning processes are present in their teaching and how learning through these processes is being carried out practically. For the study a specific class has been observed during three days in a Waldorf School in Stockholm to examine how the aesthetic learning processes are being performed in practice. Through the study we have reached the conclusion that in this particular Waldorf School teaching is being performed artistically and through aesthetic approaches and perspectives. This way of teaching is being carried out not only in the aesthetic subjects but also in the theoretic. The results of the study show that aesthetic learning processes are present in almost all of the subjects in this Waldorf School.

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Detta arbete handlar om hur man kan integrera estetiska ämnen i undervisningen och vi har valt att lägga huvudfokus på musik. Vi vill se hur man kan använda sig av denna integrering för att stimulera barns lärande och se vilka reaktioner man får av att undervisa på detta sätt. Genom ett sådant arbetssätt vill vi skapa en bredare syn och fler inkörsportar till kunskap samt att vi vill kunna nå ut till fler elever och genom det finna ett mer gynnsamt arbetssätt för olika elever. Vi har båda läst vid läraprogrammet med en inriktning mot skapande skola. Syftet med skapande skola r att ge elever en möjlighet till att finna kunskap på ett annat sätt än bara genom teoretisk undervisning. Vår undersökning gjordes i en år ett där vi på olika sätt integrerade musiken i ämnen som till exempel matematik oh svenska. Resultatet vi fick var att eleverna och klassrumsklimatet blev lugnare tack vare att vi integrerade musiken i undervisningen. Detta kan göras med till synes enkla medel som att ha på bakgrundsmusik i klassrummet samtidigt som eleverna läser eller skriver. Vi  känner båda att vi har fått mera kunskap och erfarenhet om hur man kan lägga upp sin undervisning med hjälp av skapande ämnen och framförallt med fokus på musik.