By Arthur D. Efland
An exam of the cognitive implications of schooling within the arts to work out how, or no matter if, members can enhance their powers of suggestion extra totally via widening their knowing of the humanities. the writer discusses 3 difficulties which may have an effect on the prestige of arts in the school room.
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Additional info for Art and Cognition: Integrating the Visual Arts in the Curriculum
They can lead us to create scientific conceptions of the universe, to compose symphonies, to write novels, or to make no particular response at all. “Having a mind means that an organism forms neural representations which can become images, be manipulated in a process called thought, and eventually influence behavior by helping predict the future, plan accordingly, and choose the next action” (Damasio, 1994, p. 90). Transition from Behaviorism to the Cognitive View The traditional behaviorist would have dismissed my description of perception and thinking as mere ephemera, hidden in a tangled web of neurons.
6 Parsons allowed that we might have liked this earlier state of affairs, when the arts were seen as lying in the affective domain beyond the traditional realms of thinking and understanding. For as long as they were situated in the warm, fuzzy realm of feeling and emotion, they could avoid the onerous business of objective testing forced on teachers of other subjects (Parsons, 1992). And since the arts were not taken seriously as means for stimulating intellectual growth, art teachers by default had a degree of freedom not available to teachers of other subjects in the curriculum.
18 ART AND COGNITION Not only can we think about perceiving as a process, and the objects we have perceived, but we can go still farther and think about our thinking, especially if we begin to ask ourselves when perception ended and thinking began, or whether there was a clear demarcation between them. Moreover, the activity of thinking can go on independently of the senses. If we think about yesterday’s sunset, the phenomenal image we see in our mind’s eye now exists in our thinking. 3 If we want to understand the nature of thinking in more explicit detail, we probably cannot reach beyond this point!
Art and Cognition: Integrating the Visual Arts in the Curriculum by Arthur D. Efland