Graduate studies at Western
Journal of Aesthetic Education 45 (3):15-21 (2011)
|Abstract||Meaningful interactions with works of art are often absent from education. Across the country, art museums are intent on changing this situation. But to incorporate art viewing1 into an educational milieu that does not value art, art museum educators are constantly forced to justify the educational value of their programs. One common argument to substantiate the worth of art viewing is that it promotes critical thinking. In fact, several museums across the United States assert that the goal of their education programs is precisely to foster critical thinking in students.2 These assertions are aligned with a growing body of research that proves that encounters with works of art can help develop skills ..|
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