Class Aesthetics I

Aesthetics is a CU that aims at the development of critical thinking in students. It seeks the foundation of aesthetic experience as a corporeal experience, sustained with the body beyond the body, the gaze, touch or sensory kinesthetics in general. It incorporates questions that are of interest to biology, neuroscience, psychology and philosophical anthropology in general; in these questions it doubts the banal status of sensoriality and places it in the instrumental territory of "I" and "chaos", searching for the "logos" (order) after having lost it. This CU fosters the conviction that there are no complete answers, but that questions remain to be asked, whether in art, philosophy or science. It bets on the sense of curiosity, allied to complexity (formal and material), as well as to the creative narrative of Artists (from all areas). 

Not applicable

1. What is aesthetics? The aesthetic impossibility of answering the question: "what is Aesthetics". 2. Between total rigour and total permission: the non-definition of aesthetics does not imply the impossibility of aesthetic discourse  3. Aesthetics as "the capacity to be impressed" (the aesthetic emotion) 4. Aesthetics as the "capacity to impress" (the aesthetic decision) 5. The aesthetic competences of the human being: who are we as aesthetic beings? 6. The aesthetic steps of the aesthetic journey: how do we know ourselves as aesthetic minds (and hands)?  7. Feeling and resenting, seeing and looking, touching and despising, confronting and deceiving, wanting and avoiding: the manoeuvres of aesthetic feeling 8. The impossibility of genius, creation, sublimation and the sublime: historical discussions on the Meta-Aesthetic

1. As this CU is essentially theoretical in nature and objectives, lectures are necessary. This does not mean inertia or non-cooperation on the part of the students, who are dynamically invited to validate or question what has been said through participation dynamics established by the lecturer (and which constitute a weighted element in the student's final assessment).   2. In order to provide better reflective support for the students, specific teaching materials are made available on Moodle (before and after each session) to practise the concepts, terms and texts studied. Among these materials is a handbook prepared each year by the lecturer, completely written for the student, which puts the same questions into their hands from different points of view, allowing the student to identify or seek out one of them as a "privileged interlocutor".   3. Before each subsequent session, and as a matter of principle, the teacher answers any questions or pending topics from the previous lesson.

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