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 central concern of this article is the place of aesthetic value in education. (MM)

In this response to Arthur Efland's article, "The Entwined Nature of the Aesthetic: A Discourse of Visual Culture" ("Studies in Art Education," 2004, 45(3), 234-251), the author acknowledges that Efland's attempt to find a middle ground between two rival versions of art education--aesthetic education and visual culture--is both welcome and needed.…

Suggests that ideology can be defined nonpejoratively as a system of ideas that has a bearing on practice. Such an ideology can be judged to be more or less rationally defensible. Use is made of the acronym MKVICKER to help recall the components of an ideology. (Author/CS)

The arts are important, not only because they provide insights into significant human ideas and values, but also because of their capacity to generate experiences that should be part of a full and rewarding life. This book considers: (1) the ideal of excellence; (2) excellence in art; (3) excellence in art education; (4) elitism; and (5)…

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)

Argues that excellence in art education is not elitist, but that commitment to excellence is a traditional democratic value. Elaborates by describing the nature of beneficial elitism. Concludes that a synthesis of beneficial elitism and beneficial populism are required for the success of art education in a democracy. (BSR)

Beardsley's explanation of how works of art have the capacity to give an aesthetic character to human experience provides a justification for art education in the schools. His major work, "Aesthetics," and subsequent writings that have a bearing on art education are discussed. (Author/RM)

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)

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

Considers recognized examples of excellence in painting and the writing of contemporary authors concerning the definition of artistic excellence. Maintains that a clear definition is available and that schools' pursuit of excellence in art education benefits society. (JDH)

There are two potential dangers flowing from current educational criticism: deschooling and deprofessionalization. Whether these two dangers are imminent or remote so far as schooling in general is concerned, they are immediate and pressing for the profession of art and aesthetic education. (Author)

Discusses perceived problems in the proposed National Standards of Arts Education. According to the author, the greatest concerns are with the political correctness evident in the Standards, its penchant for interdisciplinary studies, and its inflated rhetoric and utopianism. It is suggested that the standards do not take art education seriously…

Offers a brief history of the academic roots of discipline-based art education (DBAE). Discusses writings in the areas of educational philosophy, educational psychology, the social foundations of education, and educational theories and policy which shape contemporary thinking about DBAE. (JDH)

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)