In today's world censorship is neither practicable nor desirable. (CK)

This manuscript explores the interplay of the concepts of "thisness" and singularity with art making. It explores the particularity of the individual--person, object, animal, plant, place, event; the clarity and joyousness of "thisness" or specificity; the exquisite presence of now; and the relationship of these qualities to contemplation and art…

Introducing the tale--A young girl about eleven years old appeared on the TV screen. She stood in an art museum expounding upon the painting hanging behind her. She talked about the artist and what the image portrayed. With an air of elitist prissiness that suited the museum environment, the girl delivered her presentation to a group of…

The author contends that by reclaiming their own valuable connection to reflective artistic experience and reception, aesthetic theory and art education can contribute to a reconceptualization of autonomy and critique and, perhaps more importantly, to a reorientation of educational practice. Adorno's aesthetics is exceptionally relevant to this…

Education in all fields requires a touch of artistry. (CK)

Many practitioners and theorists appear convinced that the role of mimetic practice in art is both antiquated and unhelpful for student artistic development. The suggestion is that our contemporary world and its demands call for a different kind of receptivity to art making. In reevaluating aspects of mimetic practice in art, this article examines…

Formalists believe that the aesthetic appreciation of an artwork generally involves an attentive awareness of its sensory or perceptual qualities and does not require knowledge about its nonperceptual properties. Criticisms of classical formalist views, such as that of Clive Bell, are well known. However, a number of philosophers have recently…

Article discussed Albers's considerations about vision, the training of the eye, and the importance of learning to see, to our technological world. (Author/RK)

Maintains that current research, literature, and discussion on the need for arts in education reveal a lack of sound philosophical foundations. Describes the nature of the problem and offers a sounder basis for building a stronger case for including the arts in education. (JDH)

Over the past decade, most American museum educators have adopted as their objective helping museum visitors "learn how to look." They have embraced various kinds of participatory and interactive learning programs, encouraging engagement with works of art in the museum gallery through a process of inquiry shared by visitors and their guides. The…