ERIC Number: EJ1016909
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 69
Expanding Our "Frames" of Mind for Education and the Arts
Groff, Jennifer S.
Harvard Educational Review, v83 n1 p15-39 Spr 2013
In this article, Jennifer Groff explores the role of the arts in education through the lens of current research in cognitive neuroscience and the impact of technology in today's digital world. She explains that although arts education has largely used multiple intelligences theory to substantiate its presence in classrooms and schools, this relationship has ultimately hindered the field of arts education's understanding of the relationship between the arts, human development, and learning. Emerging research on the brain's cognitive processing systems has led Groff to put forth a new theory of mind, "whole-mindedness." Here she presents the evidence and construct for this frame of mind, how it sits in relation to multiple intelligences theory, and how it might redefine the justification for arts education in schools, particularly in our digitally and visually rich world.
Descriptors: Art Education, Neurosciences, Cognitive Science, Multiple Intelligences, Cognitive Processes, Epistemology, Cognitive Development, Cognitive Style, Role of Education, Individual Development, Learning, Technology
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
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