The central concern of this article is the place of aesthetic value in education. (MM)

Article evaluated the types of research consistent with the idea of promoting the aesthetic welfare via a cultural service field. (Author/RK)

The author presents a conception of aesthetic education grounded in an aesthetic motivation and suggests that an important function of art is to occasion high levels of aesthetic experience, satisfying the universal human instinct for dramatic order. (Paper presented at the Aesthetic Education Conference, London, September 1980.) (Author/SJL)

An aesthetically educated person may be understood to subscribe to values and possess dispositions that in important respects are distinctive. The respects in which such values and dispositions are unique and the methods by which they might be developed are, however, subject to interpretation. This article provides brief summaries of three…

Considers recognized examples of excellence in painting and the writing of contemporary authors concerning the definition of artistic excellence. Maintains that a clear definition is available and that schools' pursuit of excellence in art education benefits society. (JDH)

The current cultural situation calls for reestablishing art education's fundamental purpose: cultivation of percipience in matters of art and culture. This article characterizes the learner image that should influence curriculum design and evaluation, describes the nature of art and its contribution to human fulfillment, sketches five phases of…

Discusses the loss of the humanistic ideal due to the politicizing of arts and humanities education, recalls what the humanistic ideal is, and provides a definition of the humanities that accommodates the serious study of the arts. The article also sketches a K-12 excellence curriculum that consists of five phases of aesthetic development. (GR)