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- W9291483 abstract "This chapter describes how badly schools encourage the development of imagination, sensitivity, and inventiveness because schools are not concerned to develop feelings. Feelings cannot be competitively examined. Opinions about accepted products of the arts are taught; the process of teaching arts subjects generally ensures rejection of and by the majority. Schools are ridden with exam requirements and with unbendable timetables that offer snippets of time unsuitable for the pursuit of the arts. It is the frills that make a lasting impression while the regular timetabled subjects leave little deposit. Promotion of the arts aims to develop imagination, sensitivity, inventiveness and delight, and works largely and most effectively through the feelings. However schools, for several understandable reasons, are not geared to work through the feelings. They are designed to impart information, to reward exactitude, to inculcate skills, and sometimes to develop curiosity. They are then expected to test the outcomes of their teaching and give numerical evidence for the success or failure of themselves or their pupils. However, the development of feelings cannot be tested by formal examinations, and imagination is the enemy of exactitude." @default.
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- W9291483 date "1981-01-01" @default.
- W9291483 modified "2023-09-26" @default.
- W9291483 title "Education and the Arts Are Schools the Enemy?" @default.
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