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)

Argues that, far from being a dangerous and destructive break with the past, various factions of postmodernism actually parallel modernist beliefs. Both movements share groups whose creative revisionists approach seeks a constructive accommodation. Similar parallel destructive approaches also exist. (MJP)