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Greene, Maxine – Teachers College Record, 1977
Inclusion of arts and humanities as a central part of any curriculum is defended by their ability to create critical awareness, to develop a sense of moral agency, and to foster conscious engagement with the world. (MJB)
Descriptors: Curriculum Development, Fine Arts, Fundamental Concepts, Humanities

Greene, Maxine – Journal of Education, 1980
Moralistic and utilitarian emphases have long made imaginative activity seem suspect in American schools. Students must be freed in order to become conscious of their various interpretive undertakings and to reflect upon the various ways that experiences may be ordered. (Author/GC)
Descriptors: Aesthetic Education, Art Appreciation, Creative Thinking, Fine Arts
Greene, Maxine – Educ Leadership, 1969
Descriptors: Cross Cultural Training, Fine Arts, Humanities, International Education
Greene, Maxine – Phi Delta Kappan, 1997
A veteran teacher educator has guided future teachers on an open-ended adventure into past landscapes, using various literary works, paintings, historical volumes, and curriculum history. Enlightenment thinkers assumed every question had only one possible answer. Science is one of many symbol systems used to construct meaning. Metaphors deepen and…
Descriptors: Cultural Pluralism, Elementary Secondary Education, Fine Arts, History

Greene, Maxine – Educational Forum, 1994
Standards in art education contradict the nature of art: the unexpected, the imagined, the explorations and creative discoveries. What must be communicated is the importance of the arts and aesthetic education, the nurture of informed understanding of art, and meaningful standards that emerge intrinsically and are not imposed extrinsically (SK)
Descriptors: Aesthetic Education, Art Education, Creativity, Cultural Context
Greene, Maxine – Phi Delta Kappan, 1995
The existential contexts of education reach far beyond the conceptions of Goals 2000 or the appalling actualities of family breakdown, homelessness, violence, and other "savage inequalities." Classroom encounters with the arts can move the young to imagine, extend, and renew. If the arts' significance for growth, inventiveness, and…
Descriptors: Aesthetic Education, Educational Philosophy, Elementary Secondary Education, Existentialism

Greene, Maxine – Journal of Curriculum Studies, 2000
Articulates two cornerstones of a vision of public education in the United States: (1) the need for community and for a coming together with something to pursue; and (2) the importance of the imaginative voice of the artists in human conversation. (CMK)
Descriptors: Art Education, Artists, Community, Educational Trends

Greene, Maxine; And Others – Harvard Educational Review, 1991
Includes "Texts and Margins" (Greene); "Arts as Epistemology: Enabling Children to Know What They Know" (Gallas); "To Arrive in Another World: Poetry, Language Development, and Culture" (Steinbergh); "The Uses of Folk Music and Songwriting in the Classroom" (Cockburn); and "And Practice Drives Me Mad;…
Descriptors: Aesthetic Education, Art Education, Children, Creative Expression