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International Journal of Education & the Arts Volume 5
Introduction
My subject is what the practice of education can learn from the arts. I describe the forms of thinking the arts evoke and their relevance for re-framing conceptions of what education can accomplish.I want to talk with you today about what education might learn from the arts about the practice of education. In many ways the idea that education has something to learn from the arts cuts across the grain of our traditional beliefs about how to improve educational practice. Our field, the field of education, has predicated its practices on a platform of scientifically grounded knowledge, at least as an aspiration. The arts and artistry as sources of improved educational practice are considered, at best, a fall back position, a court of last resort, something you retreat to when there is no science to provide guidance. It is widely believed that no field seeking professional respectability can depend on such an undependable source.
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About the Author
Elliot W. Eisner
Elliot W. Eisner, Lee Jacks Professor of Education and Professor of Art at Stanford University, works in three fields: Arts Education, Curriculum Studies, and Qualitative Research Methodology (identifying practical uses of critical qualitative methods from the arts in schools settings and teaching processes). His research interests focus on the development of aesthetic intelligence and on the use of methods from the arts to study and improve educational practice. Originally trained as a painter, Professor Eisner�s teaching and research center around the ways in which schools might improve by using the processes of the arts in all their programs.