An epistemological dichotomy involving two kinds of knowledge has evolved historically since the time of the Greeks. This has led to the isolating from one another of the functions of understanding and evaluation, and to the belief that understanding is necessary to science, whereas appreciation is the aim of art. / The arts, consequently, are either considered unteachable, or have focused on methods for teaching feeling and appreciation. / This thesis proposes an alternative philosophical approach, one which recognizes that the distinction between mediate and immediate experience may be illusory, that the emotions, rather than being dialectically opposed to cognition may be instruments of it, and that appreciation may be as secondary to understanding in the arts as in the sciences. It proposes that the above approach, forwarded by American philosopher Nelson Goodman, offers a new and fresh epistemological framework upon which positive advances in the education of the arts will flourish. (Abstract shortened by UMI.)
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.22396 |
| Date | January 1990 |
| Creators | Wood, Elizabeth J., 1959- |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Arts (Department of Religion and Philosophy in Education.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001171008, proquestno: MM66452, Theses scanned by UMI/ProQuest. |
Page generated in 0.0022 seconds