Cognition As Interpretation in Art Education

January 1st, 1992 | RESEARCH

This chapter is a selection from the book "The Arts, Education, and Aesthetic Knowing." Should arts education have a more significant place in our schools? An emphatic 'Yes' comes from the editors and other contributors to this provocative volume. They build their case by drawing upon recent developments in cognitive theory and, in particular, upon contemporary thought regarding aesthetic knowing. They contend that aesthetic knowing constitutes a 'special mode of cognition' and they see aesthetic learning as vital to intellectual growth and development. They argue that the arts should 'constitute a foundational school subject.

Document

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Team Members

Michael Parsons, Author, The Ohio State University

Citation

Identifier Type: isbn
Identifier: 9780226601588

Publication: The Arts, Education, and Aesthetic Knowing
Page(s): 70

Related URLs

http://www.worldcat.org/oclc/28295693

Tags

Audience: Museum | ISE Professionals
Discipline: Art | music | theater | Education and learning science
Resource Type: Edited Chapter | Reference Materials
Environment Type: Exhibitions | Museum and Science Center Exhibits | Museum and Science Center Programs | Public Programs