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Cognition as Interpretation in Art Education


by Michael J. Parsons 1992

Other chapters in this volume chronicle the several versions and past history of this paradigm. In this chapter I am more interested in its future possibilities. I identify changes occurring in the environment of art education and discuss the changes they call for in our thinking. I suggest that we can no longer take for granted much about children's abilities and the goals of art education that the cognitive movement did take for granted. I suggest that the idea of cognition in the arts should be understood more radically as interpretation, and I discuss, with examples, what that would mean.


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This article originally appeared as NSSE Yearbook Vol 91, No. 2.


Cite This Article as: Teachers College Record Volume 93 Number 6, 1992, p. 70-91
http://www.tcrecord.org ID Number: 18876, Date Accessed: 10/21/2017 6:36:18 AM

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About the Author
  • Michael Parsons
    Ohio State University
    E-mail Author
    MICHAEL J. PARSONS is Head of the Department of Art Education, The Ohio State University, Columbus, Ohio.
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