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Pedagogisk Forskning, 1970
Abstract Wojnar, I. (1970). Art and Education. Scand. J. educ. Res. 14, 53‐73. The relation between art and education is discussed from various angles. The historical development of this relation is traced in order to gain perspective on the situation at present.
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Abstract Wojnar, I. (1970). Art and Education. Scand. J. educ. Res. 14, 53‐73. The relation between art and education is discussed from various angles. The historical development of this relation is traced in order to gain perspective on the situation at present.
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Constraints on Art in Education: Realism and Art Education
2016This essay discusses theoretical difficulties facing the acceptance of art practice into Australian universities, in particular the resistance of research in art practice to regulation by evidence-based realism. Theoretical difficulties facing the educational representation of art are discussed as a set of philosophical constraints on art in education ...
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, 1995
Introduction: A Quest for Meaning Part One: Creating Possibilities 1. Seeking Contexts 2. Imagination, Breakthroughs, and the Unexpected 3. Imagination, Community, and the School 4. Consciousness and the Public Space 5.
M. Greene
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Introduction: A Quest for Meaning Part One: Creating Possibilities 1. Seeking Contexts 2. Imagination, Breakthroughs, and the Unexpected 3. Imagination, Community, and the School 4. Consciousness and the Public Space 5.
M. Greene
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, 1980
In recent years, interest in aesthetic education and the arts has grown at a rapid pace. Educators concerned about the role of aesthetic education in the schools have formed associations which, along with foundations and government agencies, have held ...
Paul DiMaggio, M. Useem
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In recent years, interest in aesthetic education and the arts has grown at a rapid pace. Educators concerned about the role of aesthetic education in the schools have formed associations which, along with foundations and government agencies, have held ...
Paul DiMaggio, M. Useem
semanticscholar +1 more source
Handbook of Complementary Methods in Education Research
, 2018Contents: L.A. Shepard, Preface. J.L. Green, G. Camilli, P.B. Elmore, Introduction to the Handbook: What's Complementary About Complementary Methods. A. Skukauskaite, E. Grace, On Reading and Using the Volume: Notes to Students. Part I: Foundations.
Judith L. Green +4 more
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2008
Perhaps the most important (yet most difficult to evaluate) feature of portable architecture is the reaction that it creates in those who experience it. Practical benefits are relatively easy to understand once they are quantified, however, the way in which people respond to the temporary characteristics of structures they are accustomed to thinking of
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Perhaps the most important (yet most difficult to evaluate) feature of portable architecture is the reaction that it creates in those who experience it. Practical benefits are relatively easy to understand once they are quantified, however, the way in which people respond to the temporary characteristics of structures they are accustomed to thinking of
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1966
The sense in which man is viewed as a taker or holder of perspectives is the sense in which he is seen to be involved in choices and selections whose consequences and ramifications determine the character of options which subsequently ensue. Man is involved in a world to which he owes the character of his judgments, the modes of his behavior.
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The sense in which man is viewed as a taker or holder of perspectives is the sense in which he is seen to be involved in choices and selections whose consequences and ramifications determine the character of options which subsequently ensue. Man is involved in a world to which he owes the character of his judgments, the modes of his behavior.
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2013
Although Dewey puts some emphasis on the role of production in terms of knowing as an act of doing the intrinsic link that one finds between his aesthetic theory and education cannot be categorized as a productivist aesthetic, as found in other progressive and liberal pedagogical experiments in America and Europe.
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Although Dewey puts some emphasis on the role of production in terms of knowing as an act of doing the intrinsic link that one finds between his aesthetic theory and education cannot be categorized as a productivist aesthetic, as found in other progressive and liberal pedagogical experiments in America and Europe.
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The Arts as White Property: An Introduction to Race, Racism, and the Arts in Education
, 2018Rubén Gaztambide-Fernández +2 more
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