Abstract In this paper I distinguish between illustrative and performative uses of artworks in the teaching communication philosophy, drawing examples from history art my own practice. The former are where works used merely to illustrate communicate a philosophical idea or argument, latter artist teacher philosophizes through creation art. hope promote future collaboration philosophers, histori...

In this article, I would like to make an attempt at a kind of return (probably incomplete and limited) unique, due the potential its content forms, process education child through visual arts (optical arts, arts) that allows perceive, understand create surrounding iconosphere, gradually acquiring competences connected with “visual literacy”. The activities foster such activity do not abandon tr...

BACKGROUND Previous research has shown that observation can be effective for learning in various domains, for example, argumentative writing and mathematics. The question in this paper is whether observational learning can also be beneficial when learning to perform creative tasks in visual and verbal arts. AIMS We hypothesized that observation has a positive effect on performance, process, a...

In advance of the White House Conference on Aging (WHCoA) in 1981, 1995, and 2005, the arts and aging communities held mini-conferences to ensure that arts, culture, and livability were part of larger public policy discussions. This article takes a historical look at recommendations from the 2005 WHCoA Mini-Conference on Creativity and Aging in America, including arts in health care, lifelong l...