Journal of Aesthetic Education 46 (2):14-24 (2012)

Abstract
There are indications of a positive trend in education. International comparative investigations on academic achievement (Programme for International Student Assessment, PISA) and longitudinal studies on life courses prove the need for and the importance of children’s high intellectual knowledge. At the same time, new research initiatives and projects comply with the demand that aesthetic/cultural education1 be “more” than a marginal complement to intellectual education and instead be “fundamental for thinking and acting.”2 Aesthetic education is to provide soft skills, to shape children’s characters, and to improve their social competences, representing “the Other of school.”3 The text below deals with poetry for ..
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DOI 10.5406/jaesteduc.46.2.0014
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