The Journal of Aesthetic Education

In light of the enduring question of whether student creativity and artistic talent are inborn traits versus learnable skills, this paper presents anexploration of these tensions outlined in an interpretation of philosopher Immanuel Kant’s Critique of the Power of Judgment, in which Kant outlines his theories of “fine art,” “genius,” and taste.” This paper builds upon past explorations of Kant’s relevance to art appreciation and production to revealhow the intrinsic purpose of making fine art is the primary way that humans can expand their imaginative and reflective capacities and, hence, their phenomenological experiences. Three areas of teaching for developing creative identity are discussed in light of Kant’s theories: First, it is important to help art students transition from other academic norms and learn to immerse themselves in the artistic process without fear of peer- or instructor-based judgment. Second, encouraging students to explore art media freely is essential for strengthening their abilities to take risks, even when that means defying conventional behavior expectations in mainstream academic disciplines. Finally, expanding what Kant calls “reflective judgment” can help make the “crit,” or critique format, a positive learning experience to help students’ better manage their apprehension about their artistic abilities.