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The concept of unity in variety was further developed in the early 1700s by Francis Hutcheson, who declared that excitement is generated by "Uniformity amidst Variety", which generates a "disinterested" pleasure (i.e., the one with no regard for practical issues, like existence of the considered object or the wants of the body, like thirst).
Art and (aesthetic) mythology, according to Dewey, is an attempt to find light in a great darkness. Art appeals directly to sense and the sensuous imagination, and many aesthetic and religious experiences occur as the result of energy and material used to expand and intensify the experience of life.
Applied aesthetics is the application of the branch of philosophy of aesthetics to cultural constructs. In a variety of fields, artifacts (whether physical or abstract) are created that have both practical functionality and aesthetic affectation. In some cases, aesthetics is primary, and in others, functionality is primary.
While there is wide agreement on the general topics discussed in the philosophy of education, it has proven difficult to give a precise definition of it. The philosophy of education belongs mainly to applied philosophy. [5] [8] According to some definitions, it can be characterized as an offshoot of ethics. [6]
Philosophy of culture is a branch of philosophy that examines the essence and meaning of culture.. It focuses on how human creativity, rationality, and collective experiences shape cultural identities.
Similarly, although social unity requires well-formed institutions, it also requires a diversity of individuals with the freedom (in the positive sense of the term) to develop a wide-variety of talents and abilities and this requires personal agency. However, rather than an end state, both individual and social unification is a process that is ...
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Humboldt's model was based on two ideas of the Enlightenment: the individual and the world citizen.Humboldt believed that the university (and education in general, as in the Prussian education system) should enable students to become autonomous individuals and world citizens by developing their own powers of reasoning in an environment of academic freedom.