Academic journal article Studies in Art Education

Editorial: Studies at 39

Academic journal article Studies in Art Education

Editorial: Studies at 39

Article excerpt

When, as a 23-year-old, I began to teach art, I thought that I knew it all. But I have been learning ever since. This issue is about maturing. In 6 months Studies in Art Education will turn 40. As I reflect upon the papers in this issue I am reminded yet again of Gaugin's 100-year-old spiritual and artistic testimony: Where do we come from? What are we? Where are we going? This painting was effectively used as the theme for the International Society for Education Through Art's 28th World Congress. It is certainly the mandate of journals such as Studies to take up these questions.

By the time that we are 40 we are expected to have found direction and purpose in our lives. Richard Siegesmund appropriately reviews our past and concludes that (perhaps like a giddy teenager, a new graduate, or even as a more sophisticated "30-something") "art education has not been well-served by a cornucopia of justifications." He advocates "reasoned perception" as the soundest epistemological foundation for a more mature conceptual framework. John Howell White suggests that as we move from objectivist to more poststructuralist views of the world, neopragmatism will provide us with useful theoretical perspectives to interpret art, pedagogy, and curriculum. Doug Blandy, Kristin Congdon, and Don Krug suggest that, as artists and educators, we will age better if we live in harmony with nature and actively participate in the restoration of ecosystems. …

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