Showing posts with label morgan (douglas). Show all posts
Showing posts with label morgan (douglas). Show all posts

27 June 2026

Beardsley, Morgan, and Mothersill—On Art and The Definitions of the Arts

The Journal of Aesthetics and Art Criticism,
Vol. 20, No. 2 (Winter, 1961),
pp. 175-187


ON ART AND THE DEFINITIONS OF ARTS: A SYMPOSIUM

[SK's comments]

THE DEFINITIONS OF THE ARTS

Monroe C. Beardsley

THERE IS ONE VALUABLE—but inadequately appreciated—contribution that aesthetics has made to the growth of 20th-century philosophy in general.

Its generic concepts,
art and work of art,
have served as

paradigm cases

of most of the forms of

waywardness

to which

concepts

are subject:

they have worked overtime as Horrible Examples.

When philosophers were making much of the point
that
some important terms have

variable meaning,

and in some contexts are

ambiguous,

the term "art" provided a fine example,
especially of

the process-product type

of ambiguity.

In some contexts it certainly entails conscious skill,
but
we recall also Shelley's skylark pouring forth its soul
"in profuse strains of unpremeditated art."

When "emotive meaning" came into view,
with all its devious consequences,
the term "work of art" seemed to provide a fine example of "persuasive definition,"
however defined—

for it has widely been assumed to be

classifiable among

the normative or "emotive" terms.

Finally,

through the influence

(at first clandestine,
but after 1953 public)

of Wittgenstein, and others,

many philosophers gave up
the traditional idea
that
general terms are, or ought to be,
definable by necessary and sufficient conditions—

and then these aesthetic terms became

prime examples

of "family-resemblance" and "open-texture" terms.

03 May 2025

JACK GLICKMAN—Creativity in the Arts


Philosophy Looks at the Arts
ed. Joseph Margolis
(Third Edition, 1987)




[168]

9. Creativity in the Arts

JACK GLICKMAN
[orig. 1976]

I

What is it to be creative?

The answer usually given
is that there is a "creative process,"
and most writers on creativity have taken their task
to be a description of ... activity ...

... I will argue that that is the wrong way to go about characterizing creativity,
that one must attend to the artistic product rather than to the process.

Well . . . speaking again as a twice-over Music Major, immediately I see one obvious candidate explanation for why most writers on creativity would emphasize the process rather than the product: because they are teachers of prospective practitioners, not of prospective scholars; their prospective-practitioner students cannot learn the process directly from inspection of the product.