This report is a transcription of the proceedings of the Aesthetic Education Center meeting of 1971, sponsored by AETA and CEMREL, Inc. Following an opening statement, the report summarizes a panel discussion on "What Is Aesthetic Education?" which centered on finding approaches to relating the arts programs in schools more closely and in new ways…

Speculates on the reasons for declining interest in the arts and asserts that, for educators, the goal of developing students' sensory and psychic strength is not just an abstract ideal. (KS)

Disputes the argument that aesthetic education is important because it contributes to learning the three Rs, and argues that aesthetic education should be considered a fourth R because aesthetic response is "a primary form of experience on which all cognition, judgment, and action depend." (Author/JG)

The author visited moral education programs in four countries and describes here one in Milan, the Centro Coscienza, which uses an aesthetic rather than a rational or psychological approach. (JB)

Sets forth the notion that the objective of art education may be the development of self-expression and creativity, but more importantly it is the attempt to achieve a harmonious and aesthetic interaction between man and his environment. (DS)

The role religious organizations and government agencies play in art sponsorship is examined. The importance of bringing art into the community and methods for accomplishing this are discussed. (RW)

Presents responses to the policy recommendations issued by the National Endowment for the Arts in "Toward Civilization: A Report on Arts Education." Samuel Hope places this report in an historical context, Kevin Mulcahy points out the dangers of viewing art education as a pedagogical frill, and James Hutchens addresses issues of…

Increased attention to the importance of the arts in general education demands that we carefully define what we mean by "art" when we argue that it should be included in the school curriculum. Education in the arts has traditionally meant education in the making of art, but while only a few students will go on to produce artistically in…

Color television and background music accompanying shows provide a child with basic knowledge of emotional response to art forms and symbols. In order to increase their aesthetic literacy, however, they should be exposed to more subtle artistic experiences. (JD)

The part the artistic-aesthetic might play in contemporary curriculum would be providing opportunities for the seizing of a range of meanings by persons open to the world. (Author/MLF)

Aesthetic value enhances personal and professional lives and contributes to people's environment. If one defines the aesthetic sense as the faculty that enables one to modify the quality of his or her environment, then it follows that aesthetic education should be a means to achieve this end. In order for that to happen, there must be changes both…

Using Dewey's theory of aesthetics, the author develops an analogy of the teacher as an artist. (MF)

This document indicates that the project was designed for schools that could utilize strong community cooperation. Six goals are listed: a) to provide experiences in all the arts for all students at every level in the University City school system, b) to permeate the general education program with arts concepts in order to improve the level of…

This essay discusses aesthetic education as a special vehicle for value education, in particular the cultivation of imaginative perception. It argues that if imagination is disciplined by thought, and love is justified by knowledge, that enlightened cherishing can then develop. The aesthetic image is discussed from the dimensions of aesthetic…

Author discusses the importance and challenges of aesthetic education. (MB)