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1.5 Further reading

Battersby, C. (1989) Gender and Genius: Towards a Feminist Aesthetics, London, Women's Press.

Kris, E. and Kurz, O. (1979) Legend, Myth, and Magic in the Image of the Artist: A Historical Experiment, New Haven and London, Yale University Press.

Soussloff, C.M. (1997) ‘The artist in nature: Renaissance biography’, The Absolute Artist: The Historiography of a Concept, Minneapolis, University of Minnesota Press, pp. 43–72.

White, H. (1990) Content
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3.2 Imagination and supposition

To regard images as playing an essential role in imagining is to conceive of imagination as a sensory power. But as we have seen, imagining can also occur in the absence of imagery, and we might take this to reveal a more intellectual form of imagination. Many philosophers have suggested that this more intellectual form of imagining be construed as supposing. On this view, to imagine something, in cases where there may be no imagery involved, is to suppose something. But is it right to
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References

Ayer, A.J., 1954. ‘Freedom and necessity’, in Watson 1982, 15–23.
Butterfield, J., 1998. ‘Determinism’, in Craig 1998.
Craig, E., 1998. Routledge Encyclopedia of Philosophy, London and New York: Routledge.
Chisholm, R.M., 1964. ‘Human freedom and the self’, in Watson 1982, 24–35.
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1 The Royal Pavilion

In this unit we shall be studying a quintessentially Romantic piece of architecture, the Royal Pavilion at Brighton, designed and redesigned over the course of some 30 years to the specifications of the Prince of Wales, afterwards Prince Regent and eventually King George IV (1762–1830; reigned 1820–30).

The Pavilion as we now know it in its final state was the result of a collaboration between the architect Sir John Nash (1752–1835), the firm of Crace (specialists in interior deco
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References

Adams, B., Breazeal, C., Brooks, R. and Scassellati, B. (2000) ‘Humanoid robots: a new kind of tool’, IEEE Intelligent Systems, 15, 25–31.
Block, N. (1995) ‘On a confusion about a function of consciousness’, Behavioral and Brain Sciences, 18, 227–47.
Block, N., Flanagan, O. and Güzeldere, G. (eds) (1997), The Nature of Consciousness: Philosophic
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2.1 Introduction

We use the words ‘conscious’ and ‘consciousness’ in a variety of ways. We talk of losing and regaining consciousness, of being conscious of one's appearance and of taking conscious decisions. We speak of self-consciousness and class-consciousness, of consciousness-raising activities and consciousness-enhancing drugs. Freudians contrast the conscious mind with the unconscious, gurus seek to promote world consciousness and mystics cultivate pure consciousness. These various uses reflect
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2.7 Expression meaning as defined by Grice

Recall Step Two in the Gricean agenda: to define the meaning of expressions in terms of the meaning of individual utterances. Carrying out this strategy successfully would lend strong support to the thought that it is the mental states of speakers, rather than the meaning of expressions, that are the ultimate source of utterances’ meaning.


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2.3 Grice on natural and non-natural meaning

Ironically, the word ‘meaning’ has many different meanings. There are four occurrences of ‘mean’ (or ‘meaning’ or ‘meant’, etc.), italicised, in the following paragraph:

Roberto's instructor had been mean to put it so bluntly, but she was probably correct that his short legs meant he would never be a great dancer. He turned into the narrow alleyway, meaning to take a shortcut ho
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2.1 Introduction

The distinction noted in section 1 between the representational properties of a linguistic utterance (its ‘meaning’) and the representational properties of a mental state (its ‘content’) gives rise, naturally enough, to the suspicion that one of these might be more fundamental than the other. In this section I will look at a theory, most closely associated with the British philosopher H.P. Grice (1913–88), to the effect that the source of an utterance's meaning is the speaker's mind
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3.3 Hygiene

Good hygiene – a clean home and a clean body – would also appear to have been available to all classes, but again, it was easier for the wealthier classes to achieve these goals. Newer houses, with bathrooms and laundries, modern plumbing and sanitary facilities, and servants to do the hard work, ensured that the middle and upper classes could enjoy regular baths (hot and cold), clean clothes and clean homes.

Exercise and good personal hygiene were not just a means of protecting hea
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4.3 Social factors in the growth of the asylum: social control, the family and the asylum

Both contemporary commentators and historians have argued that the pressures of capitalism resulted in families being not only less capable of supporting family members but also less tolerant of unruly behaviour. In Scull's phrase, the asylum became a dumping ground for ‘inconvenient people’. It is clear from contemporary admission documents, including private correspondence and diaries, that caring for a mentally ill relative put all sorts of emotional strains on families. Many strove in
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6.3 Heat research

Andrew Plummer (c. 1698–1756), the chemistry professor at Edinburgh, suffered a stroke in 1755, and the Town Council appointed Cullen as his conjoint professor without consulting the stricken Plummer. Black, who had covered for Plummer until Cullen arrived, was appointed to Cullen's position at the University of Glasgow. This move also marked a change in the direction of Black's research. He now began to investigate the nature of heat, a central topic in eighteenth-century chemistry.
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6.2.1 Magnesia alba

After four years with Cullen in Glasgow, Black transferred to Edinburgh to complete his medical studies. He then needed to select a topic for his MD dissertation, one which would involve chemistry, be of topical interest, and also touch upon a medical question. He decided to study the nature of causticity, the corrosive character of alkaline substances, such as quicklime (calcium oxide). He wrote to his father in December 1752 that he had chosen this topic because of a controversy between two
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5.3 Hutton's geology: ‘No vestige of a beginning – no prospect of an end’

Geologists are engaged on the business of reconstructing the earth's past and determining the agents of geological change. The only documentary evidence of the earth's origins and ancient past, and of the agents that had caused change, available to Hutton was the book of Genesis, and he had sceptically put it aside, along with miracles. But what if the processes that are presently observable were to be taken as the key to the past? How far might geological enquiry go with the assumptio
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5.3 Addressing the issues

Activity 19

Think back over the video evidence so far: what information and examples might you select, and how might you use these to address the issues raised there?

You will find the final section of th
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4.3 The functions of adinkra

Activity 14

Once you’ve watched the video, make a few notes on what you learnt about the functions of adinkra.


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3.5 What can we learn?

The next activity poses a question that should encourage you to bring together the various observations you made above.

Activity 11

What can we learn from who is trained and the way people train to make kente and adinkr
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3.3 Training to weave kente

Activity 9

Once you’ve watched the video, make a few notes on how the kente weavers train.


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Learning outcomes

At the end of this unit you should:

  • have an awareness of the ways in which meanings and values are assigned to textiles;

  • have an understanding of the changing history of the making of kente and adinkra;

  • be able to discuss the role of the market place in the changing history of kente and adinkra making.


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Introduction

This unit looks at the way meanings and values are assigned to textiles. You will examine how a piece of cloth can define wealth, status, and, in the past, office.


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