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 National Endowment for the Humanities (NEH) Rembrandt Project was designed to apply state-of-the-art digital technology to the development of the multiple competencies needed for understanding and appreciating Rembrandt and his time. As educational consultant to the project, the author was given the assignment of conceptualizing a framework…

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…

The realm of art teachers is the classroom and that of aesthetic statesman, the public domain. Each group requires a special type of education, and the differences between the two types are discussed. (CK)

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.…

This introductory volume of the five-part series, "Disciplines in Art Education: Contexts of Understanding," provides a philosophical rationale for the idea of discipline-based art education. The idea models humanistic fundamentals by answering the basic human needs to communicate and share experiences with others (art making), find a place in…

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)…

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

The cognitive processes involved in understanding aesthetic Principles are discussed. (CK)

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)