Pursuing a paradoxical educational strategy, embracing global and local forces at the same time (globalization) is indeed a tremendous task before any education system. This task can not be taken lightly by policymakers except by inviting failure and disappointment resulting from the mismatch between the education and the requirements of time,…

This paper makes two principal assertions: first, that Coleridge's "Biographia Literaria" is a valuable and hitherto neglected resource for aesthetic educators and, second, that the distinction Coleridge makes between fancy and imagination affords the aesthetic educator a unique insight into the differences between the popular and fine…

Argues that the absence of the arts in testing programs contributes to their marginalization. Considers the role of imaginative potential in determining what is important in schools. Considers what the arts have to do with literacy, that is, with the standard conceptions of reading and writing. Discusses transforming brains to minds, the arts as…

Moralistic and utilitarian emphases have long made imaginative activity seem suspect in American schools. Students must be freed in order to become conscious of their various interpretive undertakings and to reflect upon the various ways that experiences may be ordered. (Author/GC)

This paper reflects on the need to include the arts in the teaching of English as a Foreign Language, thus strengthening the students' imagination. The article begins by defining the concepts of "the arts, "imagination," and "emotion." It goes on to examine the perspectives and claims of studies from different disciplines on these concepts and…

Standards in art education contradict the nature of art: the unexpected, the imagined, the explorations and creative discoveries. What must be communicated is the importance of the arts and aesthetic education, the nurture of informed understanding of art, and meaningful standards that emerge intrinsically and are not imposed extrinsically (SK)