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Download full textCampbell, Cary – International Journal of Education & the Arts, 2018
Attention to sub-conscious and pre-conceptual cognition is often neglected in educational research and theory, which, through failing to adequately conceptualize the emergence of perceptual learning, often inadvertently privileges a narrow and disembodied approach that emphasizes 'abstract symbolic processing' at the expense of more sensory forms…
Descriptors: Art Education, Advocacy, Cognitive Processes, Semiotics
