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…

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 author discusses ways that Ausubel and Novak's theory of concept learning might be applied to aesthetic education. (SJL)

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)

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)

Comments on remarks by A. Graham Down, president of the Council for Basic Education, about integrating arts education into the curriculum. Concludes that, when the arts are channeled into the mainstream and made part and parcel of everything, arts education becomes dangerously confused. (CFR)