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In this article, I relate the demand that Paul Ricoeur suggests mimesis places on the way we think about truth to the idea that the work of art is a model for thinking about testimony. By attributing a work's epoché of reality to the work of imagination, I resolve the impasse that arises from attributing music, literature, and art's distance from the real to their social emancipation. Examining the conjunction, in aesthetic experience, of the communicability and the exemplarity of a work reveals how Ricoeur's definition of mimesis as refiguration relates to the "rule" that the work summons. This "rule" constitutes the solution to a problem or question for which the work is the answer. In conclusion, as a model for thinking about testimony, the claims that works make have a counterpart in the injunctions that issue from exemplary moral and political acts. ; Dans cet article, j'établis un lien entre l'exigence que, selon Paul Ricœur,la mimèsis place dans notre façon de penser la vérité, et l'idée que l'œuvre d'art est un modèle pour penser le témoignage. Appliquant l'époché de la réalité à l'oeuvre d'imagination, j'évite l'impasse qui se dresse lorsqu'on attribue la musique, la littérature et la distance artistique du réel à leur émancipation sociale. L'étude de la conjonction du caractère communicable et exemplaire d'une œuvre – dans l'expérience esthétique - met en lumière la relation que la définition par Ricœur de la mimésis comme refiguration établit avec la "règle" que l'œuvre convoque. Cette règle est la solution au problème auquel l'oeuvre apporte une réponse. Finalement, un modèle pour penser le témoignage peut être trouvé dans des oeuvres qui trouvent leur contrepartie dans les injonctions produites par les actions morales et politiques exemplaires.

Simultaneously speculative and inspired by everyday experiences, this volume develops an aesthetics of metabolism that offers a new perspective on the human-environment relation, one that is processual, relational, and not dependent on conscious thought. In art installations, design prototypes, and researchcreation projects that utilize air, light, or temperature to impact subjective experience the author finds aesthetic milieus that shift our awareness to the role of different sense modalities in aesthetic experience. Metabolic and atmospheric processes allow for an aesthetics besides and beyond the usually dominant visual sense.

Simultaneously speculative and inspired by everyday experiences, this volume develops an aesthetics of metabolism that offers a new perspective on the human-environment relation, one that is processual, relational, and not dependent on conscious thought. In art installations, design prototypes, and research-creation projects that utilize air, light, or temperature to impact subjective experience the author finds aesthetic milieus that shift our awareness to the role of different sense modalities in aesthetic experience. Metabolic and atmospheric processes allow for an aesthetics besides and beyond the usually dominant visual sense.

Abstract
Whether the aesthetic is something we actively make or whether it just appears to us, can be formulated as the distinction between notions of act and event-as defined by the Finnish philosopher Georg Henrik v. Wright. Moreover, the concepts of geno- and phenosign refer to this crucial foundation of any aesthetic treatise, i. e. genosigns carrying along all the phases of its production aiming for such a goal, i. e. Kantian Zweck, and phenosigns as a kind of phenomenal, immediate qualities. However, insofar as the aesthetic manifests a value, we can consider it a sign of such an abstract entity. Such transcendental values gradually get dense and concretized, become 'beings' when they arrive at Dasein via modalities. So, values become modalities, certain modal constellations, and at the end signs. Analogously, aesthetic values become aesthetic experiences when they are 'modalized', and then manifest as artworks, as aesthetic signs.

The rise of information and communication technology goes hand in hand with what might be considered a democratic revolution of the teaching profession. The teacher and the school are no longer defining what can be considered valuable knowledge. Basic didactic issues in teaching (what, how, and why) change fundamentally as students express that they 'just do' and 'find' through social media, online resources and software for creation, reflection and presentation. Learning theories and proven teaching models suddenly become superfluous, so concepts such as truth and values must be considered in a new light. Drama in education involves processing issues through evocative and emotionally engaging design. This fundamental purpose is often formulated as an intention to stimulate critical thinking. However, despite this explicitly democratic intent, drama activities are always site-specific insofar as issues of portrayal, reflection and discussion are staged within the framework of a pedagogical idea. A thought is never free, leaving us with the question of to what extent thinking through drama can be called 'emancipated'. Additionally, drama is still ruled by contextual and physical laws so much so that bodies and voices are limited, gender specific and spatially located. Therefore, emotions are at play and pedagogical setting are carefully prepared and managed by the teacher. The aim of this article is to make a Deleuzian investigation of into the possibilities and challenges of how best to extend aesthetic bodily communicative and performative spaces in relation to digital technology in drama education. Hence, we are trying to navigate the rhizomatic experience of believing that we know in which direction we need to go, given that whilst we educate drama students they are also educating us. Groups of children and youngsters seem to be rhizomatic 'by nature', subversively searching for adventures on their own, finding leaks, exploring 'forbidden' areas, conquering cyber space, creating their own drama, while at the same time playing the game of the machine. Virtual life can in these circumstances be both phantasmagoric and uncontrollable.

Direct questioning about the 'felt sense' of organizational actions or artefacts is an accepted way to explore organizational members' aesthetic experience. However, this requires organizational members to be able to talk about their aesthetic experience, to translate that felt sense into language. I suggest this is often difficult due to aesthetic muteness, which is a significant problem, not just for research but for organizational practice in general. I use empirical data to illustrate how this aesthetic muteness is manifested in the research process as organizational members' difficulty in approaching their experience from an aesthetic perspective, reframing from 'feeling' to 'thinking', inability to recall aesthetic experience and denial of aesthetic experience. I then speculate that aesthetic muteness might be caused by threats to harmony, efficiency and images of power and effectiveness and that the consequences of aesthetic muteness are aesthetic amnesia, a narrowed conception of organizational aesthetics and aesthetic stress.

This longitudinal ethnographic study involved a professional development project, Project Partnerships Achieve Literacy (Project PAL) in South Africa, with eight rural foundation phase teachers who taught Reception (kindergarten) through grade three (R-3). This Project was designed to support teachers in an under-resourced school as they learned strategic approaches to literacy teaching and learning with the aim to improve the reading achievement of their children. Located in aesthetics theory, researchers engaged teachers in aesthetic experiences, or experiences that were infused with the arts (art, drama, video, music, reader's theater), children's literature, and technology. Research questions were as follows: What can be learned from an aesthetic approach to professional development? What does engagement look like in aesthetic experiences in professional development? Do aesthetic experiences resonate with teachers and inform their instruction? Three findings emerged from an constant comparative analysis of classroom observations, interviews, teacher artifacts, researcher debriefs, video and audio recordings: 1) Feelings and the arts were significant in what and how teachers learned in professional development workshops; 2) Aesthetic experiences led to critical and democratic talk around professional development and issues of social importance; and 3) Aesthetic experiences informed teachers' in and out of classroom practice. Findings from this study suggest that professional development holds significant promise when it is sustained, imaginative, and relatable, and positions teachers to think differently about themselves as learners and teachers through aesthetic experiences. We suggest that drawing only from cognitive approaches and one-shot single-session professional development does not deeply address the qualities, feelings, emotions, and embodied responses that comprise the aesthetic experience in professional development, and argue for a deeper understanding of professional development, one in which aesthetic learning and experiences are central to teacher learning.

This book gathers an interdisciplinary group of thinkers to ask if intersubjective acts of relating can be transferred to artificial beings without remainder. Using the uncanny valley model developed by Masahiro Mori, this significant contribution to performance philosophy presents a clear framework to consider aesthetic experience beyond mimesis.

Purpose
– The purpose of this paper is to explore the phenomenon of dress codes in professions. Since they can be considered as carriers of both organizational communication and individual identity, they will be central in professions as communities and through the professionalization process. Therefore, we will ask the following question: what is the role of understanding and complying with dress codes in becoming a professional?


Design/methodology/approach
– The empirical study consists in a series of ethnographic interviews and observations aiming at understanding dress codes' roles and dynamics in financial professions.


Findings
– Exploring dress codes in three typical professions in finance, we have discovered that they also are mediums of communication within the group, strengthening a certain aesthetic sense of belonging and of presenting the self.


Originality/value
– In this, becoming a professional can be understood as an aesthetic experience through which all senses are involved. Considering professions as being also aesthetic communities shifts the focus – or rather enlarges it – toward symbolic, corporeal and sensorial elements.

Marx's analysis of alienated labor still explains much about how the capitalist labor process shapes the thoughts and feelings of direct producers. But Marx's analysis fares less well in explaining how the work people actually do with their hands and minds leads to specific psychological consequences. This weakness stems from an inadequate social psychology. The purpose of this article is to provide Marx with this needed social psychology by drawing on the work of G.H. Mead. Specifically, Mead's philosophy of the act and his concept of aesthetic experience will be used to show how alienated labor leads to a reified mode of consciousness and a dislike of work itself. This synthesis of Marx and Mead makes good theoretical sense when we consider, first, the remarkable similarity of their respective philosophical anthropologies.