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ERIC Number: ED194395
Record Type: RIE
Publication Date: 1980-Apr-11
Pages: 53
Abstractor: N/A
Reference Count: 0
Ideology and Aesthetic Education.
Beyer, Landon E.
The paper documents current theories that schools serve as agents of economic and/or cultural reproduction by examining the content and form of a unit in an aesthetic education program. The central argument of reproduction theorists is that schools serve as a means of social control by perpetuating those social and cultural patterns which ensure the continued operation of a corporate capitalist economy. The document is organized into two parts. Part I describes the development of the Central Midwestern Regional Education Laboratory (CEMREL) Aesthetic Education Program, describes in detail a unit "Relating Sound and Music," and discusses ways in which the program sustains the current social order. The author focuses on the viewpoint of CEMREL toward the aesthetic experience, which is that it is concerned with phenomenal properties of objects and is amoral, apolitical, and non-ideological. Although the content of the lesson on movement and sound conforms to the philosophy of aesthetic education, the author stresses that the basis and form of the program do not. He points out that the lessons accentuate goals and de-emphasize the quality of processes; activities segment, fragment, and isolate experiences, reinforcing the disjointedness of contemporary social life; experience is depersonalized, with students and teachers taking a passive role; and activities emphasize individual participation over collective action. In Part II the author suggests placing social action and ethical conduct near the center of aesthetic education and urges a rededication of efforts in aesthetic education to the pursuit of enlightened social action rather than "enlightened cherishing." (Author/KC)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 11, 1980).