The author maintains that art is a social product and that, in the teaching of or about the arts, the social setting in which the arts exist must be acknowledged. She discusses British developments in the sociology of art. (Paper presented at the Aesthetic Education Conference, London, September 1980.) (Editor/SJL)

Development of a mission statement for adult education in Britain could parallel the strategy used by the Arts Council: circulating discussion documents and inviting comment and debate leading to a definitive statement addressing the renaissance and the crisis in the field. (SK)

Discusses the movement in British education to separate design education from art education. States that this should not be done. Argues that fine arts classes should continue to be taught at the higher education level. (RKM)

Discusses the justification for the inclusion of arts education in British schools. The author examines the role of the arts and arts education in communicating cultural traditions and values. Available from Carfax Publishing Company, P.O. Box 25, Abingdon, Oxfordshire OX14 1RW England. (AM)

Discusses some problems found in art education in Great Britain today. Notes statistics which indicate new interest and new growth in art education. Reviews several reports on the current condition of art education in Great Britain and makes several suggestions for improvement. (RKM)

Using British examples, the author discusses ways that artists and arts organizations can and should become involved in classroom art education in partnership with teachers. (This paper was presented at the Aesthetic Education Conference, London, September 1980.) (SJL)

A numeracy course to help art students at the University of Sheffield (England) develop a more positive attitude toward numbers and deal with numerical work of the type they might find in employment, e.g., interpreting quantitative information, is described and evaluated. There were improvements in all areas tested. (RM)

Major features of further education in England and Wales are analyzed, and ways are suggested in which it might profitably develop during the 1970's. Major activities and legislation from the 1944 Education Act through the Industrial Training Act of 1964 are reviewed. Although strictly a part of higher education, the training and the supply of…

This document describes the results of a seminar convened in England and attended by representatives of national, regional, state, and local cultural organizations from France, the Netherlands, Sweden, the United Kingdom, and the United States. An overview of the status of decentralization in cultural programming opens the document. Diverging…