Fifty Modern Thinkers on Education: From Piaget to the Present Day

On a more fundamental level, Broudy's work was forecasting in his reconnecting the split, introduced by Kant and dominating aesthetic thinking for 200 years, between ethics and aesthetics. Broudy's ethical rationale of aesthetics deconstructed the independent, and isolated, realm of the arts, the 'art for arts sake', drawing on Plato and Aristoteles' views of the roles of art. This view has significant ramifications for education, shifting the goals of the various disciplines of arts education to general educational goals, affecting arts curriculum and pedagogies. The interdependence between aesthetics and ethics re-emerges in the writing of such people as Wayne Bowman in music, Suzi Gablik in visual arts, and aesthetic environment writers. In the emerging pendulum swing of post postmodernism, this signals a move from deconstruction to a renewed sense of purpose and meaning in aesthetic education.

I am indebted to Dorothy Broudy, Rupert Evans, Gordon Hoke, Charlie Leonhard, and Bob Stake, who spent with me several sessions each, sharing insightful perspectives on Broudy's work and life. Many thanks go to Eunice Boardman, Wayne Bowman, Dick Colwell, Ralph Page, and Lou Smith for their important communications, and to Sasha Ardichvili, Dorothy Broudy, Rupert Evans, Gordon Hoke, and Bob Stake for their careful reading of this manuscript and helpful comments.

In this book: Eisner

In Fifty Major Thinkers on Education: Aristotle, Dewey, Plato, Whitehead

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