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- W2034882562 abstract "A defensible policy proposal for the inclusion of aesthetic education in the curriculum should supply satisfactory answers to two basic sets of questions: (1) What is the function of aesthetic education in the life of the individual and society? Is it distinctive and significant? And (2) Is it necessary that the content and procedures distinctive of aesthetic education be acquired through formal schooling? Is it possible in other words to demonstrate or argue that the skills, concepts, attitudes, and dispositions involved cannot be acquired through the informal processes of acculturation? Many subjects taught in schools today have little difficulty qualifying on the first count. It is superfluous to plead the need for teaching English, mathematics, and the sciences. The issues are not nearly so simple, however, in the case of aesthetic education which, as here characterized, amounts to instruction in ways of understanding works of art. What do both the individual and society stand to gain? What is the study of works of art good for? Since schooling is a practical enterprise dependent on various sources for financial support to sustain and advance its activities, such questions, however much one would like to avoid them, cannot be burked. To ask for a positive function of art locates analysis in the most prob-" @default.
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- W2034882562 date "1970-04-01" @default.
- W2034882562 modified "2023-09-26" @default.
- W2034882562 title "Justifying Aesthetic Education" @default.
- W2034882562 doi "https://doi.org/10.2307/3331546" @default.
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