The knowledge human kind has attained and developed since we started learning continues to grow rapidly today. In the last 100 years, we have been able to expand our knowledge and improve the way we live through various inventions in the areas of technology, communication, health, creativity and much more. The arts, such as film, music, visual arts and literature, can be defined as the display of skill and expression of human emotion and perspective. It can be used as a tool to capture and record specific settings, to criticize, to evoke thought and to persuade, to name a few of many purposes, while still being open for interpretation and highly subjective. Most relevantly, art allows us to expand our knowledge through imagination. The power to invent, improve, create and innovate starts with an idea stemmed from creativity and opportunity. Consequently, the power needed to carry out these ideas and make them possible is usually found within the sciences. Contrastingly to the arts, knowledge from the sciences, such as physics, chemistry, biology, are based on logic, evidence and reason; theories are proven or disproven through evidence gathered through experiments and backed up through quantitative and qualitative data. Scientific breakthroughs contribute to the improvement and progress of many useful things to humanity. The reason why human kind has been able to achieve so much is because we are able to challenge and look beyond what we already know, and occasionally this means breaking accepted convention; whether it be way that things are usually done, social norm, society’s views and rules. If we are content with what we have, the possibility of moving on to achieve greater is halted. Therefore, in areas of knowledge such as t... ... middle of paper ... ...=2&catId=&documentId=GALE%7CA180318892&userGroupName=hkplibra&jsid=4d301487537a01a9be804b117ce55778 Stimpson, P., & Smith, A. (2011). Business and management for the IB Diploma. Cambridge: Cambridge University Press. The arts. (n.d.). Theoryofknowledgenet. Retrieved December 01, 2013, from http://www.theoryofknowledge.net/areas-of-knowledge/the-arts/ The human sciences. (n.d.). Theory of Knowledgenet. Retrieved November 30, 2013, from http://www.theoryofknowledge.net/areas-of-knowledge/the-human-sciences/ Unhate [Advertisement]. (2011). Retrieved December 10, 2013, from http://top10buzz.com/top-ten-controversial-united-colors-of-benetton-ads/ What is the relationship between art and ethics? (n.d.). Theoryofknowledgenet. Retrieved December 02, 2013, from http://www.theoryofknowledge.net/areas-of-knowledge/the-arts/what-is-the-relationship-between-art-and-ethics/
Our perception of moral judgments sometimes affects the ways in which knowledge is produced. In these two areas of knowledge, the natural sciences and the arts, the ways of knowing are different as is the nature of the knowledge produced. Likewise, ethical judgments may or may not limit knowledge in these areas but in different ways. Ethical judgments may lead to questioning the means by which some scientific knowledge is produced. Significant, meaningful works of art are produced only when the artist is able to transmit an emotion to the spectator, reader or listener effectively. This is why powerful emotional reactions to a work of art sometimes produce strong and often opposing ethical judgements which can limit the artist’s opportunities to produce knowledge.
Reece, I. & Walker, S. (2007) Teaching, Training & Learning, A practical Guide (6th Edition), Tyne and Wear: Business Education Publishers Ltd.
However the limitation of production of knowledge in arts tend to be within national boundaries or even different regions of the same country while as limitation of production of knowledge in Science seems to have a more universal approach. We should accept ethical judgement as taking caution in the methods available for production of knowledge so that safety and health is not compromised and moral judgements not crossed.
The Romantic Era followed the Age of Enlightenment, a time of scientific discovery, political changes, and philosophical advancement. Romanticism challenged the rationality of the Enlightenment (Britannica). Romantic artists placed emotions above reason. In keeping with the Romantic tradition, Mary Wollstonecraft Shelley challenges the benefits of science, education, and knowledge. In Frankenstein, Dr. Frankenstein, his creature, and Robert Walton are all ambitious; they have a desire for knowledge. However, this quest for knowledge brings about destruction to Dr. Frankenstein, misery to the monster, and danger to Walton. Shelley draws parallels to the Biblical story of the Fall; a catastrophe which befell mankind because of a desire for knowledge.
Chapman, S, Devenish, N 2011, Business Studies in Action, 3rd ed, John Wiley & Sons Australia, Milton, Qld.
Kevin Gallagher (2010).Skills Development for Business and Management Students. 2nd ed. Oxford: Oxford University Press.
For over two thousand years, various philosophers have questioned the influence of art in our society. They have used abstract reasoning, human emotions, and logic to go beyond this world in the search for answers about arts' existence. For philosophers, art was not viewed for its own beauty, but rather for the question of how art and artists can help make our society more stable for the next generation. Plato, a Greek philosopher who lived during 420-348 B.C. in Athens, and Aristotle, Plato’s student who argued against his beliefs, have no exceptions to the steps they had to take in order to understand the purpose of art and artists. Though these two philosophers made marvelous discoveries about the existence of art, artists, and aesthetic experience, Plato has made his works more controversial than Aristotle.
George Berkeley was one of the most famous British empiricists who is well known for his early works on vision perceptions, ideas, mind and God. He argues that the correlation of perception is through ideas of sight and touch. His idealism is the theory that the physical world exists only in the experiences the mind has of it.
Art has had its roots, one may argue, when civilization was born. With each respective civilization and time periods from the past, humans have formed a diverse and unique society, a group of people with their own individual characteristics, cultures, as well as philosophies within which all kinds of differing ideas, thoughts and opinions are always brought upon for challenge and evaluation. These distinct aspects of a culture and/or time period may be recorded by people in varying forms of expression we all know as art. Directly from where culture had originated, events and/or emotions from that time period have been reflected or directly recorded in the arrangement of pictures i.e. paintings from the past which inform us about the people’s experiences and events in the past historical periods. Ultimately, History is the record of the development and how we have evolved as humans together in a society. History can be expressed and reflected in different kinds of music, sculptures, as well as paintings. There are several different periods of Art, each has contributed and reflected to how a society was. Art has been usually used by historians as one of the vehicles of history to illustrate and illuminate it as they are able to recognize that some types of art may be able to help them identify and explain the nature of societies and periods in history. Art and society have counteracted with each different type bringing forth new arts and new societies for many generations to come. Ideas have caused responses by citizens and therefore bring forth several different types of influences on a period’s background, heredity, and environments. These influences are then translated into new a idea, which then triggers the circle to repeat it...
This essay will show that ethical considerations do limit the production of knowledge in both art and natural sciences and that such kind of limitations are present to a higher extent in the natural sciences.
Ethics is the study of moral values and the principles we use to evaluate actions. Ethical concerns can sometimes stand as a barrier to the development of the arts and the natural sciences. They hinder the process of scientific research and the production of art, preventing us from arriving at knowledge. This raises the knowledge issues of: To what extent do moral values confine the production of knowledge in the arts, and to what extent are the ways of achieving scientific development limited due to ethical concerns? The two main ways of knowing used to produce ethical judgements are reason, the power of the mind to form judgements logically , and emotion, our instinctive feelings . I will explore their applications in various ethical controversies in science and arts as well as the implications of morals in these two areas of knowledge.
When I think about knowledge the first thing that comes to my mind is education. I believe that knowledge comes to people by their experiences in life. In other words, life is an instrument that leads me to gain knowledge. Many people consider that old people are wise because they have learned from good and bad experiences throughout their lives. Education requires work, dedication and faith to gain knowledge. We acquired knowledge through the guidance of from parents, role models, college/University teachers and life experiences.
In schools, art educators need to instill the desire to pursue the arts (visual arts and performing arts) through a continued inspiration and encouragement where each student needs to be assessed individually. It is essential to instill passion and love for artistic activities among the students so that we can generate more creative adults in this country. The arst certainly helps students to have develop various creative ideas. The arts education in this country has undergone an immense transformation in the school system, be it elementary, secondary or tertiary level, it has become less popular these days, unlike the sciences, technology, engineering and mathematics (STEM EDUCATION). Over the past several years, I have seen the trend of schools not giving importance to the arts—visual arts and performing arts, gone for so many. Hence, The Ministry of Education need to create a scope to make the arts education more important, diverse and dynamic, provided it is implemented with a true spirit within the school curriculum. Schools should have aesthetically pleasing art and music studios for the students to have access to art materials or music instruments for them to experiment and explore. The stress, on the other hand, must be on nurturing creativity and innovation (thinking skills or cognition), and not
All throughout time people have used their imaginative minds to express some form of art, whether it be painting, drawing, sculpture, and dance, theatre, music or technology, this has happened all around the world. Furthermore, I think that the youth of the world have the biggest imagination because everything to them is new and they can’t help but imagine “what if” or “how”. Therefor that’s the power of imagination, and preferably for me I use it for art. Art to me is almost like an escape from everything negative in my life. Many say that art is beauty, and we say beauty ...
Waddell, D, Jones, G & George, J 2014, Contemporary Management, 3rd edn, McGraw Hill Education,