Aesthetic Autonomy and Norms of Exposure

Abstract

Is there tension in a view of the conditions of being in a proper position to make aesthetic evaluations that is committed to aesthetic autonomy and norms of exposure? I define 'aesthetic autonomy' in terms of the Kantian idea that in order to make a proper aesthetic evaluation, one must rely on oneself rather than on any outside source. I define 'norms of exposure' in terms of the Humean idea that practice and aesthetic education are conditions of proper aesthetic evaluation. Prima facie, these two commitments point toward competing accounts of whether exposure is a condition of being in a position to make proper aesthetic evaluations. However, I argue that a closer look at the Kantian position reveals that aesthetic exposure is a condition of being able to make aesthetic evaluations in an autonomous way in the Kantian framework.

A Study of the Functional Value of Design and Aesthetic Education in Art History under the Multimodal Discourse Analysis Approach

“…School aesthetic education is the activity of implementing aesthetic education to students, with the school serving as the main body. Higher art colleges and universities as the main position of school aesthetic education, the significance of the construction of aesthetic education is very great, which is conducive to the enhancement of the ideological nature of professional art practice, conducive to the enrichment of the aesthetic value of art professional practice, and conducive to the broadening of the teachers' and students' artistic cultivation and cultural tastes [6][7]. Higher art colleges and universities, whether from the perspective of professional settings, or communication influence, have a strong characteristic advantage, how the construction of aesthetic education to reach an effective combination with the teaching practice of painting majors, design majors, new media majors, and other art professional courses, the specific implementation of the path becomes very important [8][9].…”

The Value and Significance of Design Aesthetics Education in the Information Age

“…It is through the most direct form of presentation of life -the form of aesthetics to understand life, taste emotions, purify the mind, identify the beauty and ugliness of life in the rough, violent, destructive forces, and will to a harmonious, quiet beauty, beyond the world of life, not only is aesthetics education is also a potential to tap the life is a transcendence of the world of self-existence is also an example of aesthetics education, which is a kind of aesthetic education. It is a kind of transcendence of the world of selfexistence, and it is also the process of sensing oneself, savoring oneself, and rediscovering oneself, and it is also the process of remodeling the subject's self-life [7][8][9].…”

Autonomy and aesthetic valuing

“…To make the judgments of others into the determining ground of one's own would be heteronomy" ( §32, 5:282). For discussion of Kant's view see Matherne, 2021a. dations, targeted Google ads, and so on and on: these sources present us with select aesthetic goods and may even suggest that we value them in particular ways. (Arielli, 2018) Acquaintance and Autonomy are different in letter but similar in spirit.…”

“…For an earlier statement of aesthetic autonomy, see Hopkins 2001. See alsoKonigsberg 2012, Matherne 2021a, McGonigal 2006, and Moran 2012. The discussion of aesthetic autonomy traces back to Kant's third Critique, where he states that "it is required of every judgment [of taste] ... that the subject judge for himself, without having to grope around by means of experience among the judgment of others ....…”