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Internet Encyclopedia of courses online Bishop’s School, Philosophy. Aesthetics may be defined narrowly as the theory of beauty, or more broadly as that together with the philosophy of art. Write Essays American International! The traditional interest in beauty itself broadened, in the eighteenth century, to include the sublime, and since 1950 or so the number of pure aesthetic concepts discussed in the literature has expanded even more. Traditionally, the philosophy of art concentrated on its definition, but recently this has not been the focus, with careful analyses of aspects of art largely replacing it. Philosophical aesthetics is here considered to center on these latter-day developments. Thus, after a survey of ideas about courses online Bishop’s School, beauty and related concepts, questions about the in writing of Management value of aesthetic experience and the variety of aesthetic attitudes will be addressed, before turning to matters which separate art from pure aesthetics, notably the presence of intention. That will lead to a survey of online Bishop’s, some of the essay writing School & Management main definitions of art which have been proposed, together with an account of the recent “de-definition” period. The concepts of expression, representation, and the nature of art objects will then be covered.
The full field of what might be called “aesthetics” is a very large one. There is even now a four-volume encyclopedia devoted to the full range of possible topics. The core issues in Philosophical Aesthetics, however, are nowadays fairly settled (see the book edited by html Dickie, Sclafani, and Roblin, and the monograph by Sheppard, among many others). Aesthetics in this central sense has been said to hbr review Ardingly start in the early eighteenth century, with the series of articles on html courses online Bishop’s School, “The Pleasures of the Imagination” which the journalist Joseph Addison wrote in the early issues of the magazine The Spectator in 1712. Before this time, thoughts by hbr review notable figures made some forays into html courses, this ground, for essay 4 IUBH School of Business & Management instance in the formulation of html online Bishop’s College School, general theories of proportion and harmony, detailed most specifically in for me American School-Salzburg, architecture and music. But the full development of extended, philosophical reflection on Aesthetics did not begin to emerge until the widening of html Bishop’s College, leisure activities in the eighteenth century. By far the most thoroughgoing and influential of the early theorists was Immanuel Kant, towards the end of the eighteenth century. Therefore it is important, first of all, to have some sense of how Kant approached the subject.
Criticisms of his ideas, and alternatives to them, will be presented later in this entry, but through him we can meet some of the writing grade 4 IUBH & Management key concepts in the subject by way of html courses Bishop’s College School, introduction. Kant is sometimes thought of as a formalist in art theory; that is to say, someone who thinks the content of a work of art is not of a biography essay International School-Salzburg, aesthetic interest. But this is only part of the story. Certainly he was a formalist about the html courses online pure enjoyment of nature, but for a biography essay Kant most of the courses Bishop’s arts were impure, because they involved a “concept.” Even the enjoyment of parts of nature was impure, namely when a concept was involved— as when we admire the perfection of an essays for me International School-Salzburg, animal body or a human torso. But our enjoyment of, for instance, the arbitrary abstract patterns in online Bishop’s College School, some foliage, or a color field (as with wild poppies, or a sunset) was, according to Kant, absent of such concepts; in such cases, the cognitive powers were in free play. By design, art may sometimes obtain the appearance of this freedom: it was then “Fine Art”—but for Kant not all art had this quality. In all, Kant’s theory of pure beauty had four aspects: its freedom from concepts, its objectivity, the disinterest of the spectator, and its obligatoriness. By “concept,” Kant meant “end,” or “purpose,” that is, what the steps essay SDA Bocconi School cognitive powers of human understanding and imagination judge applies to an object, such as with “it is a pebble,” to online Bishop’s School take an instance. Critical Online! But when no definite concept is involved, as with the scattered pebbles on a beach, the cognitive powers are held to be in free play; and it is when this play is harmonious that there is the experience of pure beauty. There is also objectivity and universality in the judgment then, according to Kant, since the cognitive powers are common to all who can judge that the individual objects are pebbles.
These powers function alike whether they come to such a definite judgment or are left suspended in free play, as when appreciating the pattern along the shoreline. This was not the basis on which the apprehension of pure beauty was obligatory, however. According to Kant, that derived from the selflessness of html online Bishop’s, such an a biography School-Salzburg, apprehension, what was called in the eighteenth century its “disinterest.” This arises because pure beauty does not gratify us sensuously; nor does it induce any desire to possess the object. Courses Online! It “pleases,” certainly, but in a distinctive intellectual way. Pure beauty, in essay writing grade School, other words, simply holds our mind’s attention: we have no further concern than contemplating the object itself.
Perceiving the object in html courses Bishop’s College School, such cases is an end in itself; it is not a means to a further end, and is enjoyed for its own sake alone. It is writing essay because Morality requires we rise above ourselves that such an exercise in selfless attention becomes obligatory. Judgments of pure beauty, being selfless, initiate one into online College School, the moral point of view. Write For Cash! “Beauty is a symbol of Morality,” and “The enjoyment of nature is the mark of a good soul” are key sayings of Kant. The shared enjoyment of a sunset or a beach shows there is harmony between us all, and the world. Among these ideas, the notion of “disinterest” has had much the widest currency. Indeed, Kant took it from eighteenth century theorists before him, such as the moral philosopher, Lord Shaftesbury, and it has attracted much attention since: recently by the French sociologist Pierre Bourdieu, for instance. Clearly, in this context “disinterested” does not mean “uninterested,” and paradoxically it is closest to html online College what we now call our “interests,” that is, such things as hobbies, travel, and steps essay of Management sport, as we shall see below. But in html courses Bishop’s College, earlier centuries, one’s “interest” was what was to one’s advantage, that is, it was “self-interest,” and so it was the hbr review College negation of that which closely related aesthetics to ethics. The eighteenth century was a surprisingly peaceful time, but this turned out to be the courses online Bishop’s School lull before the storm, since out of its orderly classicism there developed a wild romanticism in art and literature, and even revolution in politics. The aesthetic concept which came to essay School-Salzburg be more appreciated in this period was associated with this, namely sublimity, which Edmund Burke theorized about in courses, his “A Philosophical Enquiry into the Origin of our ideas of the hbr review College Sublime and Beautiful.” The sublime was connected more with pain than pure pleasure, according to html School Burke, since threats to The Village self-preservation were involved, as on the high seas, and html courses online College lonely moors, with the devilish humans and in writing essay of Management dramatic passions that artists and writers were about to portray.
But in courses online Bishop’s College, these circumstances, of course, it is still “delightful horror,” as Burke appreciated, since one is insulated by write the fictionality of the work in question from any real danger. “Sublime” and “beautiful” are only two amongst the many terms which may be used to describe our aesthetic experiences. Clearly there are “ridiculous” and “ugly,” for a start, as well. But the more discriminating will have no difficulty also finding something maybe “fine,” or “lovely” rather than “awful” or “hideous,” and html courses online Bishop’s School “exquisite” or “superb” rather than “gross” or “foul.” Frank Sibley wrote a notable series of articles, starting in 1959, defending a view of aesthetic concepts as a whole. He said that they were not rule- or condition-governed, but required a heightened form of perception, which one might call taste, sensitivity, or judgment. Essays School! His full analysis, however, contained another aspect, since he was not only concerned with the sorts of concepts mentioned above, but also with a set of others which had a rather different character. For one can describe works of art, often enough, in terms which relate primarily to the emotional and mental life of College School, human beings. Essay Writing Grade 4 IUBH & Management! One can call them “joyful,” “melancholy,” “serene,” “witty,” “vulgar,” and “humble,” for instance.
These are evidently not purely aesthetic terms, because of their further uses, but they are still very relevant to Bishop’s many aesthetic experiences. Sibley’s claim about critical thinking online The Village, these concepts was that there were no sufficient conditions for html their application. For many concepts—sometimes called “closed” concepts, as a result—both necessary and sufficient conditions for their application can be given. Hbr Review! To be a bachelor, for instance, it is necessary to be male and unmarried, though of html College School, marriageable age, and together these three conditions are sufficient. For other concepts, however, the so-called “open” ones, no such definitions can be given— although for aesthetic concepts Sibley pointed out there were still some necessary conditions, since certain facts can rule out the application of, for example, “garish,” “gaudy,” or “flamboyant.”
The question therefore arises: how do we make aesthetic judgments if not by checking sufficient conditions? Sibley’s account was that, when the concepts were not purely perceptual they were mostly metaphoric. Essays For Me American School-Salzburg! Thus, we call artworks “dynamic,” or “sad,” as before, by comparison with the Bishop’s College School behaviors of humans with those qualities. Essays! Other theorists, such as Rudolph Arnheim and Roger Scruton, have held similar views. Scruton, in fact, discriminated eight types of aesthetic concept, and we shall look at some of the others below. We have noted Kant’s views about the objectivity and universality of judgments of html Bishop’s College, pure beauty, and there are several ways that these notions have been further defended. There is a famous curve, for instance, obtained by the nineteenth century psychologist Wilhelm Wundt, which shows how human arousal is Ardingly quite generally related to complexity of stimulus.
We are bored by the simple, become sated, even over-anxious, by the increasingly complex, while in between there is a region of greatest pleasure. The dimension of complexity is only one objective measure of worth which has been proposed in online Bishop’s School, this way. Thus it is now known, for instance, that judgments of facial beauty in humans are a matter of averageness and symmetry. Hbr Review College! Traditionally, unity was taken to html online Bishop’s College School be central, notably by Aristotle in connection with Drama, and when added to complexity it formed a general account of aesthetic value. Essay Grade 4 IUBH Of Business! Thus Francis Hutcheson, in courses online College, the eighteenth century, asserted that “Uniformity in variety always makes an object beautiful.” Monroe Beardsley, more recently, has introduced a third criterion—intensity—to produce his three “General Canons” of objective worth.
He also detailed some “Special Canons.” Beardsley called the essays American objective criteria within styles of Art “Special Canons.” These were not a matter of something being good of its kind and html courses College so involving perfection of a concept in for cash Harrow, the sense of Kant. They involved defeasible “good-making” and “bad-making” features, more in the manner Hume explained in his major essay in this area, “Of the Standard of Taste” (1757). To say a work of courses online Bishop’s College School, art had a positive quality like humor, for hbr review Ardingly instance, was to praise it to some degree, but this could be offset by other qualities which made the work not good as a whole. Beardsley defended all of his canons in a much more detailed way than his eighteenth century predecessor however: through a lengthy, fine-grained, historical analysis of what critics have actually appealed to in the evaluation of artworks. Html Bishop’s College! Also, he explicitly made the disclaimer that his canons were the Harrow only criteria of value, by separating these “objective reasons” from what he called “affective” and “genetic” reasons. These two other sorts of reasons were to do with audience response, and the originating artist and his times, respectively, and either “The Affective Fallacy” or “The Intentional Fallacy,” he maintained, was involved if these were considered.
The discrimination enabled Beardsley to focus on the artwork and its representational relations, if any, to objects in the public world. Against Beardsley, over many years, Joseph Margolis maintained a “Robust Relativism.” Thus he wanted to say that “aptness,” “partiality,” and “non-cognitivism” characterize art appreciation, rather than “truth,” “universality,” and “knowledge.” He defended this with respect to aesthetic concepts, critical judgments of value, and literary interpretations in particular, saying, more generally, that works of art were “culturally emergent entities” not directly accessible, because of this, to online Bishop’s School any faculty resembling sense perception. The main debate over aesthetic value, indeed, concerns social and political matters, and the seemingly inevitable partiality of different points of writing a biography essay American International School-Salzburg, view. The central question concerns whether there is a privileged class, namely those with aesthetic interests, or whether their set of interests has no distinguished place, since, from html courses online College School a sociological perspective, that taste is just one amongst all other tastes in the democratic economy. The sociologist Arnold Hauser preferred a non-relativistic point of steps essay SDA Bocconi of Management, view, and was prepared to give a ranking of tastes.
High art beat popular art, Hauser said, because of two things: the significance of its content, and the more creative nature of its forms. Roger Taylor, by contrast, set out very fully the “leveller’s” point of html online Bishop’s, view, declaring that Aida and The Sound of Music have equal value for critical thinking online The Village School their respective audiences. He defended this with a thorough philosophical analysis, rejecting the idea that there is such a thing as truth corresponding to an external reality, with the people capable of html online Bishop’s, accessing that truth having some special value. Instead, according to Taylor, there are just different conceptual schemes, in which truth is measured merely by coherence internal to the scheme itself. Thinking Online The Village! Janet Wolff looked at this debate more disinterestedly, in particular studying the details of the opposition between Kant and Bourdieu. Jerome Stolnitz, in the middle of the last century, was a Kantian, and promoted the need for a disinterested, objective attitude to art objects. It is html online Bishop’s College School debatable, as we saw before, whether this represents Kant’s total view of essay grade of Business & Management, art, but the disinterested treatment of art objects which Stolnitz recommended was very commonly pursued in his period. Edward Bullough, writing in html courses online College School, 1912, would have called “disinterested attention” a “distanced” attitude, but he used this latter term to generate a much fuller and more detailed appreciation of the write essays Harrow whole spectrum of attitudes which might be taken to artworks.
The spectrum stretched from people who “over-distance” to people who “under-distance.” People who over-distance are, for instance, critics who merely look at the technicalities and craftwork of a production, missing any emotional involvement with what it is html online about. Bullough contrasted this attitude with what he called “under-distancing,” where one might get too gripped by write essays for cash Harrow the content. The country yokel who jumps upon the stage to save the heroine, and html courses Bishop’s the jealous husband who sees himself as Othello smothering his wife, are missing the write essays American fact that the play is an illusion, a fiction, just make-believe. Bullough thought there was, instead, an ideal mid-point between his two extremes, thereby solving his “antinomy of distance” by deciding there should be the least possible distance without its disappearance. George Dickie later argued against both “disinterest” and “distance” in a famous 1964 paper, “The Myth of the Aesthetic Attitude.” He argued that we should be able to enjoy all objects of awareness, whether “pure aesthetic” or moral. In fact, he thought the term “aesthetic” could be used in all cases, rejecting the idea that there was some authorized way of using the html courses Bishop’s College School word just to apply to surface or formal features— the artwork as a thing in writing International, itself.
As a result, Dickie concluded that the aesthetic attitude, when properly understood, reduced to just close attention to whatever holds one’s mind in an artwork, against courses online the tradition which believed it had a certain psychological quality, or else involved attention just to certain objects. Art is not the only object to draw interest of this pleasurable kind: hobbies and hbr review Ardingly College travel are further examples, and sport yet another, as was mentioned briefly above. In particular, the broadening of the aesthetic tradition in html courses online Bishop’s School, recent years has led theorists to give more attention to sport. Essay Grade! David Best, for instance, writing on sport and html online School its likeness to art, highlighted how close sport is to the purely aesthetic. But he wanted to limit sport to of Management this, and insisted it had no relevance to College ethics. Best saw art forms as distinguished expressly by their having the capacity to write essays for cash Harrow comment on life situations, and hence bring in moral considerations. No sport had this further capacity, he thought, although the online School enjoyment of many sports may undoubtedly be aesthetic. But many art forms—perhaps more clearly called “craft-forms” as a result— also do not comment on College, life situations overmuch, for example, decor, abstract painting, and non-narrative ballet.
And there are many sports which are pre-eminently seen in html online Bishop’s, moral, “character-building” terms, for a biography essay American International School-Salzburg example, mountaineering, and the various combat sports (like boxing and online Bishop’s wrestling). Perhaps the essay writing 4 IUBH School resolution comes through noting the division Best himself provides within sport-forms, between, on the one hand, “task” or “non-purposive” sports like gymnastics, diving, and synchronized swimming, which are the ones he claims are aesthetic, and on the other hand the “achievement,” or “purposive’ sports, like those combat sports above. Html Courses Online Bishop’s College School! Task sports have less “art” in them, since they are not as creative as the purposive ones. The traditional form of art criticism was biographical and sociological, taking into account the conceptions of the artist and the history of the traditions within which the artist worked. But in the twentieth century a different, more scientific and essay writing 4 IUBH School & Management ahistorical form of courses Bishop’s School, literary criticism grew up in the United States and Britain: The New Criticism. Like the hbr review Ardingly College Russian Formalists and French Structuralists in the same period, the New Critics regarded what could be gleaned from the work of art alone as relevant to its assessment, but their specific position received a much-discussed philosophical defense by William Wimsatt and html School Monroe Beardsley in 1946. Writing International School-Salzburg! Beardsley saw the position as an extension of “The Aesthetic Point of View”; Wimsatt was a practical critic personally engaged in the new line of approach. In their essay “The Intentional Fallacy,” Wimsatt and Beardsley claimed “the design or intention of the artist is neither available nor desirable as a standard for judging the success of a work of html Bishop’s School, literary art.” It was not always available, since it was often difficult to essay American International School-Salzburg obtain, but, in any case, it was not appropriately available, according to html online Bishop’s them, unless there was evidence for it internal to the finished work of art.
Wimsatt and Beardsley allowed such forms of evidence for American International a writer’s intentions, but would allow nothing external to the given text. This debate over intention in the literary arts has raged with full force into html courses online College School, more recent times. A Biography American International School-Salzburg! A contemporary of online Bishop’s College, Wimsatt and Beardsley, E.D. Critical Thinking School! Hirsch, has continued to maintain his “intentionalist” point of view. Against him, Steven Knapp and Walter Benn Michaels have taken up an ahistorical position. Frank Cioffi, one of the original writers who wrote a forceful reply to Wimsatt and Beardsley, aligned himself with neither camp, believing different cases were “best read” sometimes just as, sometimes other than as, the artist knowingly intended them. One reason he rejected intention, at times, was because he believed the Bishop’s College artist might be unconscious of the full significance of the Ardingly artwork. A similar debate arises in html courses Bishop’s, other art forms besides Literature, for instance Architecture, Theater, and Music, although it has caused less professional comment in these arts, occurring more at the practical level in terms of argument between “purists” and “modernizers.” Purists want to maintain a historical orientation to these art forms, while modernizers want to make things more available for contemporary use. The debate also has a more practical aspect in connection with the visual arts.
For it arises in the question of what devalues fakes and forgeries, and by contrast puts a special value on originality. There have been several notable frauds perpetrated by forgers of artworks and their associates. Hbr Review! The question is: if the surface appearance is much the html online Bishop’s same, what especial value is there in the first object? Nelson Goodman was inclined to think that one can always locate a sufficient difference by looking closely at the visual appearance. But even if one cannot, there remain the different histories of the original and the copy, and also the critical School different intentions behind them. The relevance of html courses, such intentions in visual art has entered very prominently into philosophical discussion. Arthur Danto, in steps in writing essay School of Management, his 1964 discussion of “The Artworld,” was concerned with the question of how the atmosphere of theory can alter how we see artworks. This situation has arisen in fact with respect to two notable paintings which look the same, as Timothy Binkley has explained, namely Leonardo’s original “Mona Lisa” and Duchamp’s joke about it, called “L.H.O.O.Q. Shaved.” The two works look ostensibly the same, but Duchamp, one needs to know, had also produced a third work, “L.H.O.O.Q.,” which was a reproduction of the Mona Lisa, with some graffiti on it: a goatee and moustache. He was alluding in that work to the possibility that the html Bishop’s College School sitter for the Mona Lisa might have been a young male, given the stories about Leonardo’s homosexuality.
With the writing grade 4 IUBH School of Business & Management graffiti removed the courses online Bishop’s School otherwise visually similar works are still different, since Duchamp’s title, and the history of its production, alters what we think about his piece. Up to the “de-definition” period, definitions of art fell broadly into three types, relating to essays International representation, expression, and form. The dominance of courses online Bishop’s, representation as a central concept in thinking online School, art lasted from before Plato’s time to around the courses online College end of the eighteenth century. Of course, representational art is still to steps essay SDA Bocconi of Management be found to html courses School this day, but it is no longer pre-eminent in the way it once was. Plato first formulated the essay School-Salzburg idea by saying that art is mimesis, and, for instance, Bateaux in the eighteenth century followed him, when saying: “Poetry exists only by imitation. It is the same thing with painting, dance and music; nothing is real in their works, everything is imagined, painted, copied, artificial. It is what makes their essential character as opposed to nature.” In the same century and the following one, with the advent of html courses School, Romanticism, the concept of expression became more prominent. Even around Plato’s time, his pupil Aristotle preferred an expression theory: art as catharsis of the emotions. And Burke, Hutcheson, and Hume also promoted the idea that what was crucial in art were audience responses: pleasure in Art was a matter of taste and write Harrow sentiment.
But the html courses online full flowering of the theory of Expression, in the twentieth century, has shown that this is in writing School only one side of the picture. In the taxonomy of courses online College School, art terms Scruton provided, Response theories concentrate on affective qualities such as “moving,” “exciting,” “nauseous,” “tedious,” and so forth. But theories of thinking The Village, art may be called “expression theories” even though they focus on html courses online Bishop’s, the embodied, emotional, and write American mental qualities discussed before, like “joyful,” “melancholy,” “humble,” “vulgar,” and “intelligent.” As we shall see below, when recent studies of expression are covered in more detail, it has been writers like John Hospers and courses online Bishop’s O.K. Bouwsma who have preferred such theories. Writing School & Management! But there are other types of theory which might, even more appropriately, be called “expression theories.” What an artist is personally expressing is the focus of self-expression theories of art, but more universal themes are often expressed by online School individuals, and art-historical theories see the artist as merely the channel for broader social concerns.
R. Essays Harrow! G. Collingwood in the 1930s took art to be a matter of self-expression: “By creating for ourselves an imaginary experience or activity, we express our emotions; and this is what we call art.” And the courses online noteworthy feature of Marx’s theory of art, in the nineteenth century, and those of the many different Marxists who followed him into the twentieth century, was that they were expression theories in the “art-Historical” sense. The arts were taken, by people of this persuasion, to be part of the superstructure of society, whose forms were determined by the economic base, and so art came to be seen as expressing, or “reflecting” those material conditions. Social theories of art, however, need not be based on materialism. One of the essay writing grade 4 IUBH major social theorists of the late nineteenth century was the novelist Leo Tolstoy, who had a more spiritual point of view. He said: “Art is a human activity consisting in courses online, this, that one man consciously, by means of certain external signs, hands on to others feelings he has lived through, and that others are infected by these feelings and also experience them.” Coming into the twentieth century, the main focus shifted towards abstraction and the appreciation of form.
The aesthetic, and the arts and crafts movements, in the latter part of the nineteenth century drew people towards the appropriate qualities. A Biography School-Salzburg! The central concepts in aesthetics are here the pure aesthetic ones mentioned before, like “graceful,” “elegant,” “exquisite,” “glorious,” and “nice.” But formalist qualities, such as organization, unity, and harmony, as well as variety and Bishop’s College complexity, are closely related, as are technical judgments like “well-made,” “skilful,” and “professionally written.” The latter might be separated out as the hbr review College focus of Craft theories of art, as in html courses Bishop’s, the idea of art as “Techne” in ancient Greece, but Formalist theories commonly focus on critical thinking online School, all of these qualities, and “aesthetes” generally find them all of html online College School, central concern. Eduard Hanslick was a major late nineteenth century musical formalist; the Russian Formalists in the early years of the revolution, and the French Structuralists later, promoted the same interest in Literature. Write School-Salzburg! Clive Bell and online Bishop’s College School Roger Fry, members of the influential Bloomsbury Group in the first decades of the twentieth century, were the most noted early promoters of this aspect of Visual art. Bell’s famous “Aesthetic Hypothesis” was: “What quality is shared by all objects that provoke our aesthetic emotions? Only one answer seems possible— significant form.
In each, lines and colors combined in a particular way; certain forms and relations of forms, stir our aesthetic emotions. These relations and combinations of lines and colors, these aesthetically moving forms, I call ‘Significant Form’; and ‘Significant Form’ is the hbr review one quality common to all works of visual art.” Clement Greenberg, in the years of the Abstract Expressionists, from the 1940s to the 1970s, also defended a version of this Formalism. Abstraction was a major drive in early twentieth century art, but the later decades largely abandoned the idea of any tight definition of art. The “de-definition” of art was formulated in academic philosophy by Morris Weitz, who derived his views from html courses online School some work of thinking online The Village School, Wittgenstein on the notion of games. Courses College! Wittgenstein claimed that there is nothing which all games have in common, and so the essay 4 IUBH & Management historical development of them has come about through an analogical process of generation, from paradigmatic examples merely by way of “family resemblances.” There are, however, ways of providing a kind of html online School, definition of art which respects its open texture. American International School-Salzburg! The Institutional definition of courses Bishop’s, art, formulated by George Dickie, is in this class: “a work of art is an International School-Salzburg, artefact which has had conferred upon it the status of candidate for html Bishop’s appreciation by the artworld.” This leaves the content of art open, since it is left up to online The Village School museum directors, festival organizers, and so forth, to decide what is presented. Also, as we saw before, Dickie left the notion of “appreciation” open, since he allowed that all aspects of a work of art could be attended to aesthetically. But the notion of html, “artefact,” too, in School, this definition is not as restricted as it might seem, since anything brought into html Bishop’s School, an art space as a candidate for appreciation becomes thereby “artefactualized,” according to Dickie— and essays American so he allowed as art what are otherwise called (natural) Found Objects, and online (previously manufactured) Readymades. Less emphasis on power brokers was found in Monroe Beardsley’s slightly earlier aesthetic definition of art: “an artwork is something produced with the intention of write essays for cash Harrow School, giving it the capacity to satisfy the aesthetic interest”— where “production” and “aesthetic” have their normal, restricted content.
But this suggests that these two contemporary definitions, like the others, merely reflect the historical way that art developed in the associated period. Certainly traditional objective aesthetic standards, in the earlier twentieth century, have largely given way to free choices in all manner of things by the mandarins of the public art world more recently. Response theories of art were particularly popular during the Logical Positivist period in philosophy, that is, around the 1920s and 1930s. Science was then contrasted sharply with Poetry, for instance, the former being supposedly concerned with our rational mind, the latter with our irrational emotions. Thus the noted English critic I. A. Richards tested responses to poems scientifically in an attempt to judge their value, and unsurprisingly found no uniformity. Html Bishop’s! Out of this kind of study comes the common idea that “art is all subjective”: if one concentrates on whether people do or do not like a particular work of art then, naturally, there can easily seem to be no reason to it.
We are now more used to thinking that the emotions are rational, partly because we now distinguish the grade 4 IUBH of Business & Management cause of an emotion from its target. If one looks at what emotions are caused by an artwork, not all of Bishop’s, these need target the artwork itself, but instead what is merely associated with it. So what the subjective approach centrally overlooks are questions to do with attention, relevance, and understanding. With those as controlling features we get a basis for normalizing the expected audience’s emotions in The Village, connection with the artwork, and so move away from purely personal judgments such as “Well, it saddened me” to more universal assessments like “it was sad.” And with the “it” more focused on online School, the artwork we also start to see the significance of the a biography School-Salzburg objective emotional features it metaphorically possesses, which were what Embodiment theorists like Hospers settled on as central. Hospers, following Bouwsma, claimed that the sadness of some music, for instance, concerns not what is evoked in us, nor any feeling experienced by html courses the composer, but simply its physiognomic similarity to humans when sad: “it will be slow not tripping; it will be low not tinkling. People who are sad move more slowly, and when they speak they speak softly and low.” This was also a point of view developed at hbr review Ardingly length by html courses online Bishop’s the gestalt psychologist Rudolph Arnheim. The discriminations do not stop there, however. Guy Sircello, against Hospers, pointed out essay grade School, first that there are two ways emotions may be embodied in artworks: because of their form (which is what Hospers chiefly had in mind), and because of their content. Html Courses Online College! Thus, a picture may be sad not because of its mood or color, but because its subject matter or topic is pathetic or miserable. That point was only a prelude, however, to an even more radical criticism of Embodiment theories by Sircello.
For emotion words can also be applied, he said, on account of the “artistic acts” performed by the artists in presenting their attitude to their subject. If we look upon an artwork from this perspective, we are seeing it as a “symptom” in thinking online, Suzanne Langer’s terms; however, Langer believed one should see it as a “symbol” holding some meaning which can be communicated to others. Communication theorists all combine the three elements above, namely the audience, the artwork, and the artist, but they come in a variety of stamps. Thus, while Clive Bell and Roger Fry were Formalists, they were also Communication Theorists. They supposed that an artwork transmitted “aesthetic emotion” from the html College School artist to the audience on write, account of its “significant form.” Leo Tolstoi was also a communication theorist but of almost the opposite sort. What had to be transmitted, for Tolstoi, was expressly what was excluded by Bell and (to a lesser extent) Fry, namely the “emotions of life.” Tolstoi wanted art to serve a moral purpose: helping to bind communities together in their fellowship and common humanity under God. Bell and Fry saw no such social purpose in art, and related to this difference were their opposing views regarding the value of aesthetic properties and courses online pleasure. These were anathema to Tolstoi, who, like Plato, thought they led to a biography essay American International School-Salzburg waste; but the “exalted” feelings coming from the appreciation of pure form were celebrated by Bell and Fry, since their “metaphysical hypothesis” claimed it put one in touch with “ultimate reality.” Bell said, “What is courses online School that which is left when we have stripped a thing of all sensations, of all its significance as a means? What but that which philosophers used to call ‘the thing in itself’ and now call ‘ultimate reality’.” This debate between moralists and aesthetes continues to this day with, for instance, Noel Carroll supporting a “Moderate Moralism” while Anderson and Dean support “Moderate Autonomism.” Autonomism wants aesthetic value to be isolated from ethical value, whereas Moralism sees them as more intimately related. Communication theorists generally compare art to a form of Language.
Langer was less interested than the above theorists in essays for cash Harrow, legislating what may be communicated, and was instead concerned to courses online Bishop’s College School discriminate different art languages, and the differences between art languages generally and critical thinking School verbal languages. She said, in brief, that art conveyed emotions of various kinds, while verbal language conveyed thoughts, which was a point made by online Bishop’s College School Tolstoy too. But Langer spelled out the matter in far finer detail. Thus, she held that art languages were “presentational” forms of critical thinking, expression, while verbal languages were “discursive”— with Poetry, an art form using verbal language, combining both aspects, of course. Somewhat like Hospers and Bouwsma, Langer said that art forms presented feelings because they were “morphologically similar” to them: an artwork, she held, shared the same form as the feeling it symbolizes.
This gave rise to html the main differences between presentational and discursive modes of communication: verbal languages had a vocabulary, a syntax, determinate meanings, and write Harrow the possibility of translation, but none of these were guaranteed for art languages, according to Langer. Art languages revealed “what it is like” to experience something— they created “virtual experiences.” The detailed ways in which this arises with different art forms Langer explained in her 1953 book Feeling and Form. Html Courses College School! Scruton followed Langer in several ways, notably by remarking that the experience of each art form is sui generis, that is, “each of its own kind.” He also spelled out the characteristics of a symbol in even more detail. Discussions of questions specific to each art form have been pursued by many other writers; see, for School instance, Dickie, Sclafani, and online Bishop’s Roblin, and essay writing the recent book by Gordon Graham. Like the concept of html courses Bishop’s College School, Expression, the concept of Representation has been very thoroughly examined since the professionalization of Philosophy in the twentieth century. Isn’t representation just a matter of copying? If representation could be understood simply in terms of copying, that would require “the innocent eye,” that is, one which did not incorporate any interpretation. E. H. Gombrich was the first to point out write essays for me, that modes of html online Bishop’s College, representation are, by contrast, conventional, and therefore have a cultural, socio-historical base.
Thus perspective, which one might view as merely mechanical, is only a recent way of representing space, and many photographs distort what we take to be reality— for instance, those from the hbr review College ground of tall buildings, which seem to make them incline inwards at the top. Goodman, too, recognized that depiction was conventional; he likened it to denotation, that is, the courses online Bishop’s School relation between a word and what it stands for. He also gave a more conclusive argument against copying being the basis of representation. For that would make resemblance a type of critical thinking online The Village School, representation, whereas if a resembles b, then b resembles a— yet a dog does not represent its picture. In other words, Goodman is saying that resemblance implies a symmetric relationship, but representation does not. As a result, Goodman made the point that representation is not a craft but an html courses College, art: we create pictures of things, achieving a view of those things by representing them as this or as that. As a result, while one sees the objects depicted, the artist’s thoughts about those objects may also be discerned, as with Sircello’s “artistic arts.” The plain idea that just objects are represented in a picture was behind Richard Wollheim’s account of representational art in the first edition of his book Art and write essays Harrow School Its Objects (1968).
There, the courses Bishop’s College paint in a picture was said to be “seen as” an essays, object. But in the book’s second edition, Wollheim augmented this account to allow for what is also “seen in” the work, which includes such things as the thoughts of the artist. There are philosophical questions of another kind, however, with respect to the representation of objects, because of the problematic nature of fictions. There are three broad categories of object which might be represented: individuals which exist, like Napoleon; types of thing which exist, like kangaroos; and things which do not exist, like Mr. Pickwick, and unicorns. Goodman’s account of html courses online College School, representation easily allowed for the first two categories, since, if depictions are like names, the first two categories of painting compare, respectively, with the relations between the proper name “Napoleon” and write essays for me American the person Napoleon, and the common name “kangaroo” and the various kangaroos. Some philosophers would think that the third category was as easily accommodated, but Goodman, being an Empiricist (and so concerned with the extensional world), was only prepared to countenance existent objects. Courses Online! So for him pictures of fictions did not denote or represent anything; instead, they were just patterns of various sorts. Pictures of unicorns were just shapes, for critical thinking School Goodman, which meant that he saw the description “picture of a unicorn” as unarticulated into parts. What he preferred to html College call a “unicorn-picture” was merely a design with certain named shapes within it. One needs to allow there are “intensional” objects as well as extensional ones before one can construe “picture of a unicorn’ as parallel to “picture of a kangaroo.” By contrast with Goodman, Scruton is one philosopher more happy with this kind of construal.
It is a construal generally more congenial to Idealists, and to Realists of various persuasions, than to Empiricists. The contrast between Empiricists and other types of writing American School-Salzburg, philosopher also bears on other central matters to do with fictions. Is a fictional story a lie about this world, or a truth about courses online Bishop’s, some other? Only if one believes there are other worlds, in some kind of hbr review College, way, will one be able to see much beyond untruths in stories. A Realist will settle for there being “fictional characters,” often enough, about which we know there are some determinate truths— wasn’t Mr.
Pickwick fat? But one difficulty then is knowing things about Mr. Pickwick other than what Dickens tells us— was Mr. Pickwick fond of grapes, for instance? An Idealist will be more prepared to html Bishop’s College consider fictions as just creatures of our imaginations. This style of analysis has been particularly prominent recently, with Scruton essaying a general theory of the grade 4 IUBH School of Business & Management imagination in which statements like “Mr. Pickwick was fat” are entertained in an “unasserted” fashion.
One problem with this style of analysis is explaining how we can have emotional relations with, and responses to, fictional entities. We noticed this kind of html courses College School, problem before, in Burke’s description “delightful horror”: how can audiences get pleasure from essay of Business & Management tragedies and horror stories when, if those same events were encountered in real life, they would surely be anything but pleasurable? On the other hand, unless we believe that fictions are real, how can we, for instance, be moved by the fate of Anna Karenina? Colin Radford, in 1975, wrote a celebrated paper on this matter which concluded that the “paradox of emotional response to courses online Bishop’s fiction” was unsolvable: adult emotional responses to fictions were “brute facts,” but they were still incoherent and irrational, he said. School Of Management! Radford defended this conclusion in a series of further papers in what became an extensive debate. Courses Online School! Kendall Walton, in his 1990 book Mimesis and Make-Believe, pursued at length an Idealist’s answer to Radford. At a play, for critical online instance, Walton said the audience enters into html courses online College School, a form of pretence with the actors, not believing, but making believe that the portrayed events and emotions are real. What kind of thing is a work of art? Goodman, Wollheim, Wolterstorff, and Margolis have been notable contributors to the contemporary debate. We must first distinguish the artwork from its notation or “recipe,” and from its various physical realizations.
Examples would be: some music, its score, and its performances; a drama, its script, and its performances; an etching, its plate, and its prints; and write a photograph, its negative, and its positives. The notations here are “digital” in online Bishop’s School, the first two cases, and “analogue” in the second two, since they involve discrete elements like notes and words in the one case, and continuous elements like lines and color patches in the other. Realizations can also be divided into two broad types, as these same examples illustrate: there are those that arise in time (performance works) and those that arise in space (object works). Realizations are always physical entities. Sometimes there is only one realization, as with architect-designed houses, couturier-designed dresses, and many paintings, and Wollheim concluded that in thinking online The Village, these cases the artwork is entirely physical, consisting of html online College, that one, unique realization. However, a number a copies were commonly made of hbr review Ardingly, paintings in the middle ages, and it is theoretically possible to replicate even expensive clothing and houses.
Philosophical questions in this area arise mainly with respect to courses Bishop’s School the ontological status of the hbr review College idea which gets executed. Html Bishop’s College! Wollheim brought in Charles Peirce’s distinction between types and tokens, as an answer to write essays Harrow this: the number of different tokens of letters (7), and different types of html courses online, letter (5), in the string “ABACDEC,” indicates the difference. Realizations are tokens, but ideas are types, that is, categories of objects. Hbr Review College! There is a normative connection between them as Margolis and Nicholas Wolterstorff have explained, since the execution of ideas is an essentially social enterprise. That also explains how the html courses online need for a notation arises: one which would link not only the idea with its execution, but also the various functionaries. Broadly, there are the creative persons who generate the ideas, which are transmitted by means of a recipe to manufacturers who generate the material objects and performances. “Types are created, particulars are made” it has been said, but the link is grade School of Business & Management through the html courses Bishop’s recipe. Schematically, two main figures are associated with the production of many artworks: the essays for me School-Salzburg architect and the builder, the couturier and the dressmaker, the composer and the performer, the choreographer and the dancer, the script-writer and online School the actor, and so forth. Hbr Review! But a much fuller list of operatives is usually involved, as is very evident with the production of films, and other similar large entertainments. Sometimes the director of a film is concerned to control all its aspects, when we get the notion of an Bishop’s, “auteur” who can be said to be the author of the work, but normally, creativity and craft thread through the whole production process, since even those designated “originators” still work within certain traditions, and no recipe can limit entirely the end product. The associated philosophical question concerns the nature of essay writing grade School, any creativity. There is not much mystery about the Bishop’s making of thinking School, particulars from some recipe, but much more needs to be said about the process of originating some new idea.
For creation is not just a matter of getting into an excited mental state— as in a “brainstorming” session, for html courses College instance. Hbr Review Ardingly College! That is a central part of the “creative process theory,” a form of which is to be found in the work of Collingwood. It was in these terms that Collingwood distinguished the artist from the craftsperson, namely with reference to what the artist was capable of html Bishop’s College School, generating just in his or her mind. But the major difficulty with this kind of write for cash Harrow, theory is that any novelty has to be judged externally in terms of the artist’s social place amongst other workers in the field, as Jack Glickman has shown. Certainly, if it is to be an original idea, the artist cannot know beforehand what the Bishop’s College School outcome of the creative process will be. But others might have had the same idea before, and if the outcome was known already, then the idea thought up was not original in the appropriate sense.
Thus the artist will not be credited with ownership in such cases. Creation is not a process, but a public achievement: it is a matter of breaking the tape ahead of others in a certain race.
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Seven Common Resume Mistakes Pastors Make. With some 400,000 congregations in the United States, the way each church secures a pastor is widely varied. Online Bishop’s College School? Some churches receive pastors through a denominational appointment system. Other congregations seek a pastor totally independent of any hierarchy. They seek, interview, and vote in writing grade 4 IUBH of Business & Management, a totally autonomous fashion. Still other churches secure a pastor in some combination of the two approaches. In many of these situations, the church requests resumes of prospective pastors as an initial consideration process. I have worked with countless churches helping them to html courses Bishop’s secure and understand the resumes they have received. Indeed I have looked at thousands of resumes. Many of them are excellent. Others are, well, not.
Allow me to share with you seven of the more common resume mistakes I see. Any one of essay grade & Management, these mistakes will likely cause that particular person to be eliminated from consideration. 1. Sloppy resumes. These sloppy resumes have careless grammatical and online Bishop’s School, stylistic errors. Capitalization is write American, random and spacing is unpredictable. Courses School? There is no discernible pattern to how the different items on the resume are placed. Just yesterday I heard from a church that eliminated a prospective pastor from consideration because his resume was so sloppy. Write For Me International? “If he approaches ministry with this much disregard,” the layman told me, “he certainly will not do well at this church.” 2. Online Bishop’s? Unverified statistics. Essay School? It is common and acceptable to Bishop’s School put such statistics as worship attendance and writing American International School-Salzburg, the church budget of the pastor’s current church on the resume. Html Courses Online School? Make certain that the numbers are accurate. Otherwise it will appear that the pastor is hbr review Ardingly College, careless at best and duplicitous at courses online College, worst.
3. Bad photos. Not all pastors choose to put a photo on a resume. If the Ardingly College pastor does decide to html courses Bishop’s School use a photo, it should be one of high quality of him or of him with his family. International School-Salzburg? I still am surprised to see how many photos are candid shots that belong on Facebook, or they are of such poor quality that facial features are hardly discernible. 4. Poor presentation of family. The mistakes here are usually one of courses Bishop’s College School, two extremes. A Biography Essay American? Some pastors leave off their family entirely. The prospective church is html online College, left to thinking online School wonder if the html Bishop’s School pastor’s family is a priority for him.
On the other extreme, I have seen resumes that include so much detail about the pastor’s spouse that it becomes muddled who is really seeking a position. 5. School? No sense of prioritization. Typically, church leaders receiving resumes presume that how a pastor orders different areas on his resume reflects his priorities. If education is presented first, that is his priority. If family is noted first, that then becomes the online Bishop’s perceived priority. I have seen too many resumes that simply don’t make sense in the manner items are presented. 6. Failure to note ministry accomplishments. Those who receive prospective pastor resumes want to know more than the name and writing a biography International, address of churches or other places of ministry and employment.
They want to know what was accomplished during that tenure. Of course, pastors must be careful in how they present such information lest they appear to be bragging or failing to give God the glory. 7. Failure to explain gaps in date. If a pastor has a two or three year gap on his resume, he needs to explain it. It is better to provide a succinct explanation of what transpired leading toward those years than to courses online Bishop’s College School leave the recipients wondering. What have you noticed about pastors’ resumes? What would you add to my list? Pastor to Pastor is the Saturday blog series at ThomRainer.com. Pastors and staff, if we can help in hbr review College, any way, contact Steve Drake, our director of html online College School, pastoral relations, at Steve.Drake@LifeWay.com . We also welcome contacts from laypersons in churches asking questions about pastors, churches, or the pastor search process. Jane Wilkinson says.
Thank you so much for this blog. I hope it is steps essay SDA Bocconi of Management, read widely. I am on a pastor search committee of a nondenominational church in Illinois. Your words are incredibly on target. Our committee has made numerous comments about how sloppy some of the resumes are. Courses Bishop’s College? We have tried to hbr review Ardingly overlook the mistakes on the resumes but, frankly, the candidates we seem to favor are those that took the time to do a quality resume. The sloppy resumes leave us with the impression that the candidate has a poor work ethic and that he is html online, too lazy to proofread read something he writes. I encourage pastors to steps in writing SDA Bocconi School get outside readers to html courses online Bishop’s proofread their resumes. I hate to see an otherwise good candidate not be considered because of two or three pages of a document. Thom Rainer says.
Thanks Jane. Great input! What about a biography essay American International School-Salzburg those of html courses College School, us who have completed our seminary training, but the only ministry experience that we have had outside of an writing School of Business pastoral internship has been the various areas of service as a layperson. Courses Online Bishop’s? Some people have said not to include it because it was not “full time paid ministry”. Some have said to American School-Salzburg include it. I have tried both ways and online, after two years I am still searching for a full time vocational ministry opportunity. Well stated observations. Another resource we’ve produced in Michigan is our SIMPLIFIED SEARCH TEAM TRAINING. A Biography Essay International? We frequently recommend it to prospcetive pastors/staff to hear what we are recommending to search teams. A section of the training is on “how to evaluate resume’s.” Maybe it will be helpful to your readers.
It is available at: http://bscm.e-quip.net/presentations/show/2974. Thom Rainer says. The worth of a ministry is not measured by its compensation level or whether you are compensated at html online College School, all. I strongly encourage pastors to include ALL ministry experience, paid and non-paid. Before I served as pastor, I asked the writing grade of Business & Management leadership of my church if I could give ten to twenty hours a week as a non-paid minister of evangelism and outreach. They were happy for me to do so and to html courses online Bishop’s give me the title I requested. Thom Rainer says.
Steve Drake says. Thanks Dr. Rainer for engaging such an important practical issue for ministers. If it isn’t true elsewhere, it is writing School-Salzburg, certainly true here: “You don’t get a second chance to make a first impression.” I have had students and friends who have said, “I’m not sending resumes. God knows where I am, if He wants me to move, He can send the committee to me.” It is certainly true that God knows where we are, but if He is willing to use a donkey to html courses Bishop’s School get someone’s attention, I have no problem realizing He might just use a resume too.
More and more in our day, I think it would be good for ministry candidates to provide video footage online on YouTube or Vimeo sites to essay writing School of Business let the searching group have an “up close and personal” look at the candidate. Recently I was called by html online College a committee asking for write for cash School, a recommendation of a young man. Everything I said about the candidate was already confirmed in his mind because he had read three years of the candidate’s blog. That church called the candidate and wonderful things are happening among them. Good post Dr. Rainer! I would also encourage folks to html write a brief philosophy of ministry for the resume. A church can learn a lot about a candidate from essay American International a brief but well worded statement describing one’s view of ministry and the church. Now, for a list of things search committees do wrong… Robbie Perkins says. Jonathan…I agree.
When I sent a resume to html School the church where I am currently serving as pastor I gave a “ministry philosophy” in the form of a cover letter. Dr. Essay Writing Grade School & Management? Rainer… you mentioned a perceived priority in the listing of courses online College School, info on a resume, is there an order that you might recommend? Thom Rainer says. My preference is to provide brief biographical information first, like date of birth and place of essays American International School-Salzburg, birth. School? Within the bio, I note my family members, including how long I have been married and a biography American, the age of my children if they aren’t adults. Html Online Bishop’s College School? Second, I provide a brief ministry and doctrinal statement.
Third, I note my education, not because of write essays for me International, its priority but because readers expect it near the top. I then note my ministry experience and then secular experience. Online School? Miscellaneous items like published works and denominational experience go near the critical School last, followed by references. There is no best order, but those priorities are my preference and most common on the resumes I see. I have my resume’ in almost the online same order you described here. I have also reworked my resume’ with consideration given to the advice you provided in this article.
All of the information in School, question covers two pages. I also provide a third page that lists four references. Html Online? I wish I could post it on here to let you see it, as I have put a lot of essays International, work into organizing it. But I am wondering if it is too long. Some have given me the online advise that pastor search committees do not really spend a lot of a biography American International School-Salzburg, time pouring over resumes. So I should just keep it short and sweet by providing just the nuts and bolts; just grab their attention without providing the detail I have given. So how do I find a happy medium here? Thom Rainer says.
Most of the pastor resumes I see are 4-5 pages. The search committees tell me they do like the detail as long as it is html courses online, not obvious fluff and essays for me American International, filler. Thom Rainer says. See my blog on October 3, 2011 where I address that very issue. Thanks. Robbie Perkins says. Thanks Dr.
Rainer. Jim Orchard says. A little off topic but related, search teams how about a little email letting us know you have received the resume and then if you have decided to drop our resume from the list let us know with a note saying thank you for your interest so we can move on with our search for a church. Thom Rainer says. Thanks. See my blog of October 3, 2011 where I address that matter to search committees. Sam Loveall says. Dr. Rainer, here’s a tip for your readers that you didn’t include – – be sure to fill in html courses Bishop’s School, all the blanks. During a search for a new youth minister, we received a resume that began with a cover letter (that I very much wish I had kept.) The letter writer went to great lengths to explain just how God had been leading this young man to our congregation.
Intense prayer, advice from others, deep soul searching – – things like that. I wish I could remember the exact words of the “climax” sentence of the letter, but it went some thing like this: “I am convinced that God has great things planned, and I look forward to speaking with you about serving with (church name) as we seek His further will for…” I’m surprised to a biography essay American hear you say to include a family section on your resume. Html Courses Online Bishop’s College School? Coming to the ministry from the business world (where I was a hiring manager) I would never have thought to include info about family since that is one thing you most definitely would not put on a resume for a secular job. Also, I hope that when you work with churches you remind them that this is a two-way street and they are under scrutiny by potential pastors just as the candidates are under scrutiny by them.
I’ve had churches contact me seeking a resume who failed to in writing SDA Bocconi School provide any information or very little information or sloppily presented information and the message this sends is that they think they are so wonderful that anyone would be blessed to be their pastor. Html Courses Bishop’s College School? As true as that may be, I would have no way of knowing how good they are by the info they make available and how they present it. Thanks for School & Management, these tips and please take it the online College School right way when I say that I hope I never have to use them. Sometimes, it’s hard for pastors and other ministry professionals to view their calling in job terms. But, at write for cash School, least one person on online School, a Search Committee is going to be a business person and are accustomed to seeing professional resumes.
They are going to assume that your resume indicates how one will run their church and American International, lead them spiritually. Will they be able to count on you to html online College handle things professionally, when someone confesses an addiction problem that would ruin their standing in the community? Will you professionally help families who have been in bitter disputes for years, when a loved one dies? Many churches are worried about decline and want to know if you are able to steps in writing SDA Bocconi lead them toward spiritual and numeric growth. Does your resume give them confidence you can? Do you have any great online or other resources to help pastors develop a ministry resume or portfolio? Great stuff. Thanks, definitely brought clarity to a foggy situation.
Steven Zeigler says. I desire to be a worship leader. I have had no paid positions. I have only worked with two pastors and courses Bishop’s College School, have done three years of hbr review College, mission work in the U.S. God has put his hand on me to be a worship leader. I am working 36 hours a week to support my family of four and courses College School, I am age 47 now. For Me School-Salzburg? I have not gone to html courses Bishop’s bible college. I have had formal training for online School, five years on organ and I have four years of performance with my college I attended many years ago. I have helped lead worship for five years at a preivously attended church and sang on html courses Bishop’s School, the choir, yet it has never been a paid position. I now serve on the choir with the Church I am attending.
I have attended a worship school with Steve Swanson. Steps Essay SDA Bocconi Of Management? Not a college. I have asked my pastor to work with him, yet he has never called me or asked to come. My pastor has said, he agrees that God has a call on my life for pastor of worship. Where should I start and what should I do to apply for this position? I do believe God has opened this door for me and I have prayed.
I have called the church to ask questions about the position. Anything above that, I am unsure what to do. Please help. Mark Carlton says. Why do Southern Baptist churches focus so little on Singles’ ministry?
With the html online College School adult population in the US at more than 50% single, why do churches seem to disregard singles? I live in writing a biography International School-Salzburg, a city with over a million population and not one Southern Baptist Church has a strong singles ministry. Southern Baptist used to at least have a large singles conference once a year at Ridgecrest but that conference has significantly dwindled while the html online School singles population has grown substantially. The church is losing its influence because this segment of the population is essays International, being ignored.
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14 Skills and Values Employers Seek in html, Jobseekers. by Randall S. Hansen, Ph.D., and Katharine Hansen, Ph.D. Essays American School-Salzburg. Job Skills to list on your Resume. Deals with acting in a responsible and fair manner in all your personal and work activities, which is seen as a sign of maturity and self-confidence; avoid being petty. How to describe this skill on your resume: Conscientious go-getter who is highly organized, dedicated, and committed to professionalism. Employers probably respect personal integrity more than any other value, especially in light of the many recent corporate scandals. How to describe this skill on your resume: Seasoned professional whose honesty and html courses School, integrity create effective leadership and essay School-Salzburg, optimal business relationships.
Deals with openness to new ideas and concepts, to working independently or as part of a team, and to carrying out multiple tasks or projects. How to describe this skill on your resume: Highly adaptable, mobile, positive, resilient, patient risk-taker who is open to new ideas. Employers seek jobseekers who love what they do and will keep at it until they solve the problem and get the job done. How to describe this skill on your resume: Productive worker with solid work ethic who exerts optimal effort in successfully completing tasks. Html Courses. 5.Dependability/Reliability/Responsibility. There#8217;s no question that all employers desire employees who will arrive to work every day? on write essays American School-Salzburg, time? and ready to work, and Bishop’s College, who will take responsibility for their actions. How to describe this skill on critical The Village School, your resume: Dependable, responsible contributor committed to html courses College excellence and success. Employers want employees who will have a strong devotion to the company? even at thinking The Village School times when the company is not necessarily loyal to its employees. How to describe this skill on your resume: Loyal and dedicated manager with an excellent work record. 7.Positive Attitude/Motivation/Energy/Passion. Bishop’s College School. The jobseekers who get hired and the employees who get promoted are the ones with drive and writing essay, passion? and who demonstrate this enthusiasm through their words and actions.
How to describe this skill on your resume: Energetic performer consistently cited for unbridled passion for work, sunny disposition, and html Bishop’s College, upbeat, positive attitude. Look at it this way: if you don#8217;t believe in yourself, in your unique mix of skills, education, and abilities, why should a prospective employer? Be confident in Ardingly, yourself and what you can offer employers. How to describe this skill on your resume: Confident, hard-working employee who is committed to html online College achieving excellence. 9.Self-Motivated/Ability to Work Without Supervision. While teamwork is always mentioned as an important skill, so is the ability to work independently, with minimal supervision. How to describe this skill on hbr review College, your resume: Highly motivated self-starter who takes initiative with minimal supervision. No matter what your age, no matter how much experience you have, you should always be willing to learn a new skill or technique. Jobs are constantly changing and html courses, evolving, and you must show an openness to essay grow and learn with that change. How to describe this skill on your resume: Enthusiastic, knowledge-hungry learner, eager to meet challenges and quickly assimilate new concepts. While there is some debate about whether leadership is something people are born with, these skills deal with your ability to take charge and manage your co-workers.
How to describe this skill on Bishop’s, your resume: Goal-driven leader who maintains a productive climate and confidently motivates, mobilizes, and coaches employees to meet high-performance standards. Thinking Online The Village School. 12.Multicultural Sensitivity/Awareness. There is possibly no bigger issue in the workplace than diversity, and online Bishop’s School, jobseekers must demonstrate a sensitivity and awareness to other people and cultures. How to describe this skill on your resume: Personable professional whose strengths include cultural sensitivity and an ability to build rapport with a diverse workforce in multicultural settings. Deals with your ability to design, plan, organize, and implement projects and tasks within an allotted timeframe. Also, involves goal-setting. How to critical thinking online The Village describe this skill on online Bishop’s School, your resume: Results-driven achiever with exemplary planning and organizational skills, along with a high degree of critical thinking online The Village, detail orientation. Because so many jobs involve working in one or more work-groups, you must have the html courses online Bishop’s, ability to work with others in a professional manner while attempting to essays Harrow School achieve a common goal.
How to describe this skill on your resume: Resourceful team player who excels at building trusting relationships with customers and colleagues. Final Thoughts on Employment Skills and Values. Employability skills and personal values are the critical tools and traits you need to succeed in the workplace? and they are all elements that you can learn, cultivate, develop, and maintain over your lifetime. Once you have identified the sought-after skills and values and assessed the College, degree to which you possess them, begin to market them by essays for me, building them into html courses Bishop’s College, your resume, cover letter, and interview answers) for job-search success. Essay 4 IUBH Of Business. See also our Transferable Job Skills for html courses College Jobseekers.Click here to begin building your own resume! More Information about Employability Skills: Skills Employers Seek, reporting on annual results from the National Association of Colleges and Employers (NACE) survey of employers to essays School determine the top 10 personal qualities/skills employers seek. From the Career Development Center at Binghamton University.
Skills Employers Seek, from Loughborough University. Courses Online School. Skills Employers Seek, from Psych Web Top 10 Soft Skills in essay writing School & Management, Demand, from online School LiveCareer Resume Skills Section, from LiveCareer. Building Tools That Build Better Work Lives. Since 2005, LiveCareer’s team of career coaches, certified resume writers, and hbr review College, savvy technologists have been developing career tools that have helped over 10 million users build stronger resumes, write more persuasive cover letters, and develop better interview skills. Use our free samples, templates, and writing guides and our easy-to-use resume builder software to online Bishop’s help land the job you want. Dr. Randall S. Hansen. Dr. Randall S. Hansen is founder of Quintessential Careers, one of the oldest and most comprehensive career development sites on the Web, as well CEO of EmpoweringSites.com. He is also founder of School, MyCollegeSuccessStory.com and EnhanceMyVocabulary.com.
He is publisher of Quintessential Careers Press, including the Quintessential Careers electronic newsletter, QuintZine. Dr. Hansen is also a published author, with several books, chapters in books, and hundreds of articles. He’s often quoted in the media and conducts empowering workshops around the country. Finally, Dr.
Hansen is also an educator, having taught at html courses Bishop’s College School the college level for more than 15 years. Hbr Review. Visit his personal Website or reach him by email at email@example.com. Check out Dr. Hansen on courses Bishop’s College School, GooglePlus. Katharine Hansen, Ph.D., creative director and associate publisher of Quintessential Careers, is an write, educator, author, and blogger who provides content for Quintessential Careers, edits QuintZine, an electronic newsletter for jobseekers, and blogs about storytelling in the job search at A Storied Career.
Katharine, who earned her PhD in organizational behavior from Union Institute University, Cincinnati, OH, is author of Dynamic Cover Letters for New Graduates and A Foot in html School, the Door: Networking Your Way into write essays for me American, the Hidden Job Market (both published by Ten Speed Press), as well as Top Notch Executive Resumes (Career Press); and with Randall S. Hansen, Ph.D., Dynamic Cover Letters, Write Your Way to a Higher GPA (Ten Speed), and html online School, The Complete Idiot’s Guide to Study Skills (Alpha). Visit her personal Website or reach her by hbr review College, e-mail at firstname.lastname@example.org. Check out Dr. Hansen on GooglePlus. I AM A CAREER CHANGER This page is your key source for all things career-change related. You#8217;ll find some great free career-change tools and resources. Changing careers can be traumatic, especially if you have been in html Bishop’s School, your current career for a long time, but you do not have to go through the process alone or  Quintessential Careers: Career and Job-Hunting Blog. Quintessential Careers: Career and essays School, Job-Hunting Blog Career and job-search news, trends, and scoops for job-seekers, compiled by the staff of Quintessential Careers.The Quintessential Careers Blog has moved!! These pages remain as an archive of our previous blog posts.
Please check out the new and improved Quintessential Careers Blog for Job-Seekers and Careerists. Interview Advice Job  The Quintessential Directory of Company Career Centers. The Quintessential Directory of Company Career Centers Where job-seekers can go directly to the job/career/employment section of html, a specific employer#8217;s Website.Because more and more companies are developing career and employment centers on their corporate Websites, Quintessential Careers has developed this directory, which allows you to go straight to the career and employment section of the  Quintessential Careers: I am a Career Coach or Counselor. The Quintessential Directory of Company Career Centers Where job-seekers can go directly to the job/career/employment section of a specific employer#8217;s Website.Because more and more companies are developing career and employment centers on their corporate Websites, Quintessential Careers has developed this directory, which allows you to go straight to the career and employment section of the  Mighty Recruiter Mighty Recruiter. Customer Service Customer Service.
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Free Essays on Why I Want To Become A Teacher. Philosophy of Education The word “ teacher ” does the profession no service. A teacher is really a combination of the courses College, most important professions in the world. Besides the a biography American International School-Salzburg, parents, an educator is the biggest influence in a child’s life. The age span in which children are in html online Bishop’s College school is the write for me International, most impressionable. BECOMING A TEACHER Page 1 Why I would want to be a Teacher Jamie Croneberger Grand Canyon University- EDU 310 August 16th, 2012 BECOMING A TEACHER Page 2 I want to become a teacher because I , one day, ant to open up my own Day Care Center where I can teach and help the toddlers and. career that I really have a passion for is being a teacher . A teacher requires a person to courses online Bishop’s College School have a lot of responsibility. The reason why I want to become a teacher is Ardingly because I want to give the gift of html Bishop’s, knowledge to others. It takes a lot of grade of Business & Management, hard work to html online Bishop’s College become a teacher , and I can't just say I want to be something.
as a Teacher When I was five, my mom asked me what do you want to be when you grow up. School! My answers were Batman, hero or Red Ranger. Then when I was ten she asked again; I answered rock stars or cowboy. Now that I have grown up, she wanted a serious answer. Finally, I could tell her that I want to be. ? Why to be a teacher . Why to be a teacher … it’s a question that I don?t know if everybody that are preparing to be teacher have wonder it, But I know that it’s something that they should have already done. Html College! I’m glad because I know what is the steps in writing SDA Bocconi School, real meaning of html online School, been a teacher and the importance.
Abolishing Teaching Standards Means Better Teachers. Means Better Teachers The New Yorker recently published an article by hbr review College, Malcolm Gladwell that affirmed the importance of educational reform. Gladwell effectively changed the html courses College, focus of the reform debate from developing a better academic curriculum to developing a better way of selecting teachers . He proposed. KAL AND THE GOOD LANGUAGE TEACHER. Language Teacher ’ Stephen Andrews University of Hong Kong, China email@example.com Arthur McNeill Chinese University of write essays for me International School-Salzburg, Hong Kong, China firstname.lastname@example.org BACKGROUND Both of us have extensive involvement in Bishop’s College School ESOL teacher education, working mainly with non-native speaker teachers of English. The Impact of Teachers' Autobiographies on Teaching Practice. The Impact of Teachers ’ Autobiographies on Teaching Practice by Diana Norma Szokolyai, Ed.M, M.A. 2 The more I thought about the impact of teachers ’ autobiographies on their practice and critical The Village the question of how the understanding of teacher autobiography might influence the way we design. Why Should I Want to Become a Teacher? Why I became a Teacher ? When I was unfulfilled, working in the profession of social work, I decided that I would need to help others for my job.
That was in 2007. I quit my job and Bishop’s did something that I had never done before. I started hiking the Appalachian Trail by myself. After thinking about. Review of Roles, Responsibilities and Boundaries as a Teacher.
Review what your role, responsibilities and thinking boundaries as a teacher would be in terms of the teaching in online Bishop’s College School terms of the Teaching/Training Cycle: “Teaching and learning should be a structured process, teaching will follow a cycle and essay writing grade of Business & Management the teacher makes use of online, this to ensure achievement”. Wilson, L. a young adult, I had made a major decision and commitment to return to school. I wanted a career that I would enjoy doing and be able to separate my life between home and work; I can be myself while I’m at work. Based on my decision to return to school was challenging for me because I was not sure on. I have been seeking a college degree since I left high school in 2002. It has been a long road for steps in writing SDA Bocconi of Management me since there were some obstacles and challenges that hindered me from html online Bishop’s School, finishing college in essay writing grade a timely manner. When I first entered college I wasn’t really ready, therefore I skipped classes here and there. deceive; this is what I have concluded from the online College School, many descriptions in the texts I have read. We can admit that we all lie, we all exaggerate, and critical we avoid difficult situations.
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Pen and paper can be a man’s best friend. Hbr Review Ardingly! Once it is html College written, it is your choice on in writing essay SDA Bocconi of Management whether or not you want to expose your personal thoughts with the world or to simply just store them away for personal use. Why and courses online College School How I Wish to Develop Further as a Teacher. Please Briefly Write About Why You Want to Follow the Celta Course and Why You Think You Would Be Suited to a Career in hbr review Teaching English. Pursuing the CELTA course will enable me to become a certified teacher of the English Language along with it being a starting point of a long term career in html Bishop’s teaching.
Overcoming Adversity to Become a Life Altering Writer. Overcoming Adversity to writing International School-Salzburg Become a Life Altering Writer I stretched my thin legs as I felt the warm rays of sunlight hitting my thin little face. I slowly opened my eyes, hoping to see a warm steamy bowl of html courses Bishop’s College School, food in a biography essay American School-Salzburg front of me. Instead, I saw the piles of courses online School, garbage surrounding where I slept. I had grown accustom. discussion………………………………………………. 4 3. Steps Essay SDA Bocconi School! Why this is my best discussion…………………………………….5 4. My best assignment………………………………………………. 6 5. Why this was my best assignment………………………………..10 6. My Philosophy of Education……………………………………. 11 7. Reflection Part 1: Activity 1.3.1…………………………………….12 8. The significance of teachers roles…………………………………13.
January 5, 2010 A Talk to Teachers Period 1 Education is a major component if we want society to be a good one. There are many things in society that are not fair, but we don’t fight for it to be the right way. There are many injustices, within races, people feel superior to courses online others and some are. What it Means to become a Teacher. Life Like as an Educator? I use to critical thinking School think that the best part of being a teacher was the brightly colored bulletin boards, the online Bishop’s, smell of freshly sharpened pencils, the Crayola Crayons, and write essays American School-Salzburg the endless supply of organized office supplies neatly placed on the teacher’s desk. I spent countless summers of.
been and will be done to change the decline of American education. In these ideas, my personal favorite is the idea of transformational teacher . Why did I choose it? I find this to College be the most practical idea compared with the remaining ideas through each chapter. It is not far-fetched as changing school. ? Why Major in Math? You like it and/or you're good at it. Mathematics, one of the essays for me American International, most challenging academic subjects, is html College also unarguably one of the most rewarding -- not just for intellectual growth but also for the competitive advantage needed in today's technical workplace.
Mathematics challenges. Ethical Dilemma. should I do this as a good teacher? years of being a teacher , one question that I frequently ask myself is should I do this as a good teacher ? I ask this question not to be regarded as a good teacher by my students or colleagues or superiors; I ask this question because as a teacher , I want to write essays for me International School-Salzburg make sure that everything I do is worthy of. Title: Influences by Teachers Name: Kasey Blackmon Course: Education 200 Date: June 1, 2013 Instructor Name: Barbara McMurtrey I have had many master teachers in my life. Each of courses Bishop’s School, them, in their own way, prepared me for life in ways I never imagined.
They helped. Why UP? The University of the Philippines is known as one of the most prestigious universities in the Philippines, but why choose to be in write essays American UP? One is only qualified for admission in html online Bishop’s School UP depending on his UP Grade, which is composed of 60% his UPCAT score and 40% his grades of a biography essay American, his first three years. Why I Would Be a Teacher Teaching is a very noble profession. In my country, there is a saying: “Quan, Su, Phu” meanings that the highest respectable position belongs to the King, second are the courses online College School, teachers then the parents. Many people love to teach but not everyone who wants to teach can become a. I was born in Mandalay, Myanmar.
I finished high school in 2000. I took English Language Training Course in March, 2000. I also took German Course at the University of Foreign Languages in Mandalay, Myanmar. In 2001, I had a chance to attend the Tour Guide Training Course under the Ministry of Hotel. Library of Congress Cataloging-in-Publication Data Phillips, Michelle, Formerly, Cultural patterns and interactions among African American male… Teachers taking charge/ Michelle K. Phillips. Copyright 2005 By Michelle K. The Village School! Phillips All rights reserved.
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Final Essay March 27,2013 “Ideal teachers are those who use themselves as bridges”-Nikos Kazantzakis With my high school years behind me, I would like to reverse roles a bit and offer some advice to teachers . My senior year, I had one of my best teachers ever. Her name was Mrs. Jacob. The area. Are the Parents the Best Teachers? Are the parents the best teachers ? Presentation -2009-09-07 I’d like to tell you a little bit about whether “Are parents the best teachers ?” First of School, all, parents are the most influential and almost the best teachers any child can have. Bishop’s College School! The child gets to in writing essay SDA Bocconi School of Management learn the most basics of things like. Why Is It Important to Study Language Arts in courses online College High School? There are a number of reasons why it is critical School important to courses online continue studying language arts in high school. Write For Cash Harrow School! First and online Bishop’s College foremost, in my opinion, is simply to Ardingly develop one’s ability to communicate clearly.
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Teaching today demands more than just caring about children and knowing one’s subject well. Teachers. young children by teachers who cared enough to teach it to College us. Throughout my life I was taught many of the values I have today by my educators. I was instilled with the Ardingly College, skills of how to get along with my peers, knowing right from wrong, and realizing that the best way to get what I wanted was to respect. A teacher's pet is someone who is greatly favored by html Bishop’s School, a teacher . To become a teacher's pet, it will take a bit of work, but the essays School-Salzburg, results are phenomenal. When you're a teacher's pet, the Bishop’s, teacher is more likely to accept excuses from you, and hbr review Ardingly you are guaranteed a good high school recommendation.
Being a. ? I Want to Make a Difference When I was in School the third grade I came home from school and told my mother I wanted to be a teacher . When she asked why , I replied, “because I want to be just like my teacher .” To this day I haven’t changed my mind. I was fortunate enough to have been blessed with wonderful. are our future. I have to say this is one of the statements that I have heard most over the last eighteen years of essays School, my life. As I go on I come to figure that it is html College true. That children are our future and the reason why is because the critical School, children grow up and become Doctors, Teachers , etc. I have always known. Teacher Tenure Tenure has recently been a highly publicized educational issue. Some people believe it is the html online College School, foundation of our school systems.
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