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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