亚里士多德悲剧中的道德学习与不可抗力

IF 0.4 4区 社会学 0 HUMANITIES, MULTIDISCIPLINARY
J. MacAllister, I. Jovanović, D. Fenner, Jie-ae Yu, Ela Krieger, B. King, Asmita Sarkar, Aileen Blaney
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引用次数: 2

摘要

摘要:在这篇文章中,我对Simon Critchley最近提出的悲剧艺术在亚里士多德的分析中没有道德教育的观点提出了质疑,相反,我认为从亚里士多德那里可以推断出悲剧艺术可以通过三种主要方式进行道德教育:通过情感教育,通过帮助观众理解生活中重要的东西,以及通过描绘值得道德效仿的行为和不值得道德仿效的行为。斯蒂芬·哈利维尔(Stephen Halliwell)对宣泄如何帮助悲剧观众学会适当地感受怜悯和恐惧的解读进行了讨论。李尔对哈利维尔的叙述提出的两个反对意见随后被概述并回应。我坚持认为,对亚里士多德来说,悲剧所带来的快乐是由对生活中最重要的事情的理解所激发的——而不是犯威胁到所爱之人繁荣的错误。我通过质疑克里斯托弗·法尔松对鲁本·奥斯特伦德电影《不可抗力》的解读,把这篇文章拼凑在一起。我的结论是,这部电影既体现又批评了亚里士多德关于通过悲剧进行道德学习的描述。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Moral Learning through Tragedy in Aristotle and Force Majeure
Abstract:In this article, I challenge Simon Critchley’s recent suggestion that tragic art is not morally educational in Aristotle’s analysis and instead argue that it can be inferred from Aristotle that tragic art can morally educate in three main ways: via emotion education, by helping the audience come to understand what matters in life, and by depicting conduct worthy of moral emulation and conduct that is not. Stephen Halliwell’s reading of how catharsis helps the audience of tragedy learn to feel pity and fear appropriately is discussed. Two objections Lear makes to Halliwell’s account are thereafter outlined and responded to. I maintain that for Aristotle, the pleasure proper to tragedy is prompted by an understanding of what matters most in life—not making mistakes that threaten the prosperity of loved ones. I pull the article together by questioning aspects of Christopher Falzon’s reading of Ruben Östlund’s film, Force Majeure. I conclude that the film both exemplifies and critiques Aristotle’s account of moral learning through tragedy.
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来源期刊
JOURNAL OF AESTHETIC EDUCATION
JOURNAL OF AESTHETIC EDUCATION HUMANITIES, MULTIDISCIPLINARY-
CiteScore
0.50
自引率
20.00%
发文量
0
期刊介绍: The Journal of Aesthetic Education (JAE) is a highly respected interdisciplinary journal that focuses on clarifying the issues of aesthetic education understood in its most extensive meaning. The journal thus welcomes articles on philosophical aesthetics and education, to problem areas in education critical to arts and humanities at all institutional levels; to an understanding of the aesthetic import of the new communications media and environmental aesthetics; and to an understanding of the aesthetic character of humanistic disciplines. The journal is a valuable resource not only to educators, but also to philosophers, art critics and art historians.
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