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- W177564704 abstract "The in alized mathematics arts in are our in K-12 jeopardy: and curricula English, under or they pressure excluded are being from altogether. (further) high-stakes This marginis, tests in in mathematics and English, they are being (further) marginalized in our K-12 urricula o ex luded alt g th . This is, n one sense, an old story. Since Plato's animadversions on the subjects of music and poetry in the Republic , the place of the arts in the school curricula of the West has remained unresolved. In the United States, the legacy of Puritan theodicy has interwoven a religious strand with this philosophical animosity. The City on the Hill might deliver man from his slavery to sin, but Waldo Frank s bitter complaint in Our America that the frugal and self-denying life celebrated by Puritanism had vitiated national artistic energies echoed the earlier observations of de Tocqueville on the sorry status of the fine arts in the New Jerusalem (Lasch 1991, 351; de Tocqueville 2000, 441-442). 1 That legacy remains with us today. Yet it is not the power of the arts that now puts them in jeopardy, but their perceived inconsequence. In state after state, the current pressure for demonstrated performance in the skills of writing, reading, mathematics, and to some degree science, has come at the expense of funding for, and academic attention to, the arts. In response, national and state level advocates have struggled to defend the place of the arts in the pedagogic mix but the efforts have been" @default.
- W177564704 created "2016-06-24" @default.
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- W177564704 date "2000-10-01" @default.
- W177564704 modified "2023-09-25" @default.
- W177564704 title "Aesthetics between Philosophy and Pedagogy" @default.
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- W177564704 doi "https://doi.org/10.1177/002205740018200302" @default.
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