In this article, the author conceptualizes educational aesthetics in terms of two domains: educational aesthetics as arts education and educational aesthetics as a range of nonarts educational activities understood from artistic and aesthetic points of view. A lead is taken from Harry S. Broudy's midcentury essay "Some Duties of an Educational…

The author describes an ongoing National Endowment for the Humanities project that is devoted to building multiple competences by studying Rembrandt and seventeenth century Dutch culture. Its uniqueness consists in its designing of a state-of-the-art Web site that interrelates the humanities, social studies, visual arts, and technology. A major…

States that the Rockefeller Report, "Coming to Our Senses", reflects the preferences of a particular interest group that has assumed power in cultural and educational matters during the past fifteen years. Critically examines the Report's weaknesses and deficiencies which, says the author, seriously disqualify it as a guide to policy.…

Provides reflections on the meaning of excellence in art education. Identifies four propositions that distinguish excellence in art education. (JDH)

Author describes two instructive ways of illustrating the principal business of aesthetic education and summarizes the way in which the notion of a form of understanding is dealt with by Dearden. (Author/RK)

Considered the professional preparation of art teachers in an address on teacher education. (RK)

Author examines the social patterns of the future and makes suggestions for educational and social development. He further states that if aesthetic educators are to have a role in the direction of future art studies, imaginative and systematic thinking must begin. (Author/RK)

To criticize the ideology of integrating the arts into general education, three questions are discussed: (a) What does the ideology assume about education? (b) What does it assume about art? (c) How has the ideology been received? It is foolish to rely on career civil servants and philanthropists for policymaking in art education. (SR)

Discusses the problems inherent in combined arts education programs. The article argues that teachers in all the arts can pursue their common objective best by teaching their respective fields separately. (AM)

The author feels that school art teaching is in danger of deprofessionalization, due to the growing cultural service field, which promotes employment of noncertificated artists in the schools and due to art educators themselves acting unprofessionally by failing to treat art as a serious discipline. (SJL)

In considering the relation of art with society the author comments on the ideas of the American philosopher, John Dewey, the art historian, Lord Kenneth Clark, a popular humanistic educator, Clifton Fadiman, and a major cultural critic, Jacques Barzun. (Author/RK)

Highlights the book "Excellence II," the new version of "Excellence in Art Education: Ideas and Initiatives," by summarizing each of the nine chapters. Identifies the new features and/or discussions; in particular, the additions of two chapters, one on multiculturalism and cultural pluralism and another on modernism and postmodernism. (CMK)

An aesthetically educated person may be understood to subscribe to values and possess dispositions that in important respects are distinctive. The respects in which such values and dispositions are unique and the methods by which they might be developed are, however, subject to interpretation. This article provides brief summaries of three…

Article evaluated the types of research consistent with the idea of promoting the aesthetic welfare via a cultural service field. (Author/RK)