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The Cognitive Revolution: Consequences for the Understanding and Education of the Child as Artist


by Jessica Davis & Howard Gardner 1992

In this chapter wc draw on the visual arts for examples, but the story we tell could be broadened to include various art forms. We begin with a description of some of the brute facts, that is, examples of the constant phenomena that constitute early artistic behavior and invite different interpretations. Next we consider the main tenets of the cognitive revolution that has transformed our conception and cnhanced our understanding of that behavior. We review the impact of this new way of thinking on aesthetics, and on the investigation of child art, as well as upon general and aesthetic education. In conclusion, revisiting the brute facts, we reconsider the precognitivist perspective in terms of the insights these recent changes in thought have yielded.


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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. 92-123
http://www.tcrecord.org ID Number: 18878, Date Accessed: 10/17/2017 6:32:18 PM

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About the Author
  • Jessica Davis
    Harvard University
    E-mail Author
    JESSICA DAVIS is with Harvard Project Zero, Graduate School of Education, Harvard University.
  • Howard Gardner
    Harvard University
    E-mail Author
    HOWARD GARDNER is Co-director of Harvard Project Zero and Professor in the Graduate School of Education, Harvard University.
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