Table Of Content

Index to Volume 40 Articles The Acquisitive Attitude, David E. W. Fenner, 4:39 The Aesthetic Appreciation of Environmental Architecture under Different Concep- tions of Environment, Allen Carlson, 4:77 Aesthetic Education for Morality: Schiller and Kant, Zvi Tauber, 3:22 The Aesthetics of Asian Art: The Study of Montien Boonma in the Undergraduate Education Classroom, Mary Ann Maslak, 2:67 Aesthetics, Education, the Critical Autonomous Self, and the Culture Industry, Mari anna Papastephanou, 3:75 Art as Symbolic Form: Cassirer on the Educational Value of Art, Thora Ilin Bayer, 4:51 Attractions to Violence and the Limits of Education, Paul Duncum, 4:21 Bayer, Thora Ilin, Art as Symbolic Form: Cassirer on the Educational Value of Art, 4:51 Beliavsky, Ninah, Revisiting Vygotsky and Gardner: Realizing Human Potential, 2:1 Cannatella, Howard, \s Beauty an Archaic Spirit in Education?, 94 Carlson, Allen, The Aesthetic Appreciation of Environmental Architecture under Dif- ferent Conceptions of Environment, 4:77 Carson, Jamin, The Sublime and Education, 1:79 Cunliffe, Leslie, A Wittgensteinian Approach to Discerning the Meaning of Works of Art in the Practice of Critical and Contextual Studies in Secondary Art Educa- tion, 1:65. Duncum, Paul, Attractions to Violence and the Limits of Education, 4:21 Fenner, David E. W., The Acquisitive Attitude, 4:39 Fleming, Mike, Justifying the Arts: Drama and International Education, 54 Granger, David A., Teaching Aesthetics and Aesthetic Teaching: Toward a Deweyan Perspective, 2:45 Guerra, Gustavo, Identity, Aesthetics, Objects, 4:65 A History of Design Theory in Art Education, Nanyoung Kim, 2:12 Humberto R. Maturana and Francisco J. Varela on Science and the Humanities: The Poerksen Interviews, 1:22. Why Mantura?, Hans Ulrich Gumbrecht; The Paradox of Education: A Conver- sation, Humberto R. Maturana and Bernhard Poerksen; Varela and Embodiment, Eleni Pasquinelli; “Truth Is What Works”: Francisco J. Varela on Cognitive Sci- ence, Buddhism, the Inseparability of Subject and Object, and the Exaggerations of Constructivism—A Conversation, Francisco |. Varela and Bernhard Poerksen identity, Aesthetics, Objects, Gustavo Guerra, 4:65 Is Beauty an Archaic Spirit in Education?, Howard Cannatella, 1:94 Jorgensen, Estelle R., Myth, Song, and Music Education: The Case of Tolkien’s The Lord of the Rings and Swann’s The Road Goes Ever On, 3:1 Jorgensen, Estelle R., “This-with-That”: A Dialectical Approach to Teaching for Musi- cal Imagination, 4:1 Justifying the Arts: Drama and International Education, Mike Fleming, 1:54. Kim, Nanyoung, A History of Design Theory in Art Education, 2:12. Maslak, Mary Ann, The Aesthetics of Asian Art: The Study of Montien Boonma in the Undergraduate Education Classroom, 2:67. Index to Volume 40 Articles The Acquisitive Attitude, David E. W. Fenner, 4:39 The Aesthetic Appreciation of Environmental Architecture under Different Concep- tions of Environment, Allen Carlson, 4:77 Aesthetic Education for Morality: Schiller and Kant, Zvi Tauber, 3:22 The Aesthetics of Asian Art: The Study of Montien Boonma in the Undergraduate Education Classroom, Mary Ann Maslak, 2:67 Aesthetics, Education, the Critical Autonomous Self, and the Culture Industry, Mari anna Papastephanou, 3:75 Art as Symbolic Form: Cassirer on the Educational Value of Art, Thora Ilin Bayer, 4:51 Attractions to Violence and the Limits of Education, Paul Duncum, 4:21 Bayer, Thora Ilin, Art as Symbolic Form: Cassirer on the Educational Value of Art, 4:51 Beliavsky, Ninah, Revisiting Vygotsky and Gardner: Realizing Human Potential, 2:1 Cannatella, Howard, \s Beauty an Archaic Spirit in Education?, 94 Carlson, Allen, The Aesthetic Appreciation of Environmental Architecture under Dif- ferent Conceptions of Environment, 4:77 Carson, Jamin, The Sublime and Education, 1:79 Cunliffe, Leslie, A Wittgensteinian Approach to Discerning the Meaning of Works of Art in the Practice of Critical and Contextual Studies in Secondary Art Educa- tion, 1:65. Duncum, Paul, Attractions to Violence and the Limits of Education, 4:21 Fenner, David E. W., The Acquisitive Attitude, 4:39 Fleming, Mike, Justifying the Arts: Drama and International Education, 54 Granger, David A., Teaching Aesthetics and Aesthetic Teaching: Toward a Deweyan Perspective, 2:45 Guerra, Gustavo, Identity, Aesthetics, Objects, 4:65 A History of Design Theory in Art Education, Nanyoung Kim, 2:12 Humberto R. Maturana and Francisco J. Varela on Science and the Humanities: The Poerksen Interviews, 1:22. Why Mantura?, Hans Ulrich Gumbrecht; The Paradox of Education: A Conver- sation, Humberto R. Maturana and Bernhard Poerksen; Varela and Embodiment, Eleni Pasquinelli; “Truth Is What Works”: Francisco J. Varela on Cognitive Sci- ence, Buddhism, the Inseparability of Subject and Object, and the Exaggerations of Constructivism—A Conversation, Francisco |. Varela and Bernhard Poerksen identity, Aesthetics, Objects, Gustavo Guerra, 4:65 Is Beauty an Archaic Spirit in Education?, Howard Cannatella, 1:94 Jorgensen, Estelle R., Myth, Song, and Music Education: The Case of Tolkien’s The Lord of the Rings and Swann’s The Road Goes Ever On, 3:1 Jorgensen, Estelle R., “This-with-That”: A Dialectical Approach to Teaching for Musi- cal Imagination, 4:1 Justifying the Arts: Drama and International Education, Mike Fleming, 1:54. Kim, Nanyoung, A History of Design Theory in Art Education, 2:12. Maslak, Mary Ann, The Aesthetics of Asian Art: The Study of Montien Boonma in the Undergraduate Education Classroom, 2:67. Index to Volume4 0 123 Maver, Melinda M., When Little Girls Become Junior Connoisseurs: A Cautionary Tale of Art Museum Education in the Hyperreal, 3:48 Mullis, Eric C., Performative Somaesthetics: Principles and Scope, 4:104 Myth, Song, and Music Education: The Case of Tolkien’s The Lord of the Rings and Swann’s The Road Goes Ever On, Estelle R. Jorgensen, 3:1 Papastephanou, Marianna, Aesthetics, Education, the Critical Autonomous Self, and the Culture Industry, 3:75 Performative Somaesthetics: Principles and Scope, Eric C. Mullis, 4:104 Petersen, Greg, Titles, Labels, and Names: A House of Mirrors, 2:79 Philosophical Aesthetics, Donald Phillip Verene, 4:89 Revisiting Vygotsky and Gardner: Realizing Human Potential, Ninah Beliavsky, 2:1 Shusterman, Richard, Thinking Through the Body, Educating for the Humanities: A Plea for Somaesthetics, 1:1 The Sublime and Education, Jamin Carson, 1:79 Tauber, Zvi, Aesthetic Education for Morality: Schiller and Kant, 3:22 Teacher as Public Art, Sheila Wright, 2:83 Teaching Aesthetics and Aesthetic Teaching: Toward a Deweyan Perspective, David A. Granger, 2:45. Thinking Through the Body, Educating for the Humanities: A Plea for Somaesthetics Richard Shusterman, 1:1 “This-with-That”: A Dialectical Approach to Teaching for Musical Imagination, ! telle R Jorgensen 4:1 Titles, Labels, and Names: A House of Mirrors, Greg Petersen, 2:29 Verene, Donald Phillip, Philosophical Aesthetics, 4:89 Wells-Jopling, Rebecca, When Is Writing Already Quotation? A Developmental Per spective on a Postmodern Question, 3:59 When Is Writing Already Quotation? A Developmental Perspective on a Postmodern Question, Rebecca Wells-Jopling, 3:59 When Little Girls Become Junior Connoisseurs: A Cautionary Tale of Art Museum Education in the Hyperreal, Melinda M. Mayer, 3:48 A Wittgensteinian Approach to Discerning the Meaning of Works of Art in the Prac tice of Critical and Contextual Studies in Secondary Art Education, Leslie Cun litte, 1:65 Wright, Sheila, Teacher as Public Art. 2:83 Essay Reviews Art and Failure, Daniel A. Siedell, 2:105 Film Studies, the Moving Image, and Noél Caroll, Edward Sankowski, 1:104 A Global Art System: An Exploration of Current Literature on Visual Culture, and a Glimpse at the Universal Promethean Principle--with Unintended ¢ edipal Con sequences, Christopher Nokes, 3:92 Nokes, Christopher, A Global Art System: An Exploration of Current Literature on Vi sual Culture, and a Glimpse at the Universal Promethean Principle--with Unin tended Oedipal Consequences, 3:92 Sankowski, Edward, Film Studies, the Moving Image, and Noél Caroll, 1:104 Siedell, Daniel A., Art and Failure, 2:105 Book Reviews (Names of Reviewers in Parentheses) Achilles and Hector: The Homeric Hero, Seth Benardee (Bryan R. Warnick), 3:115 The Aesthetics of Ruins, Robert Ginsberg (Dylan Trigg), 4:118 Benardee, Seth, Achilles and Hector: The Homeric Hero (Bryan R. Warnick), 3:115 Bill Brandt: A Life, Paul Delany (Stuart Richmond), 1:118 124 Index to Volume 40 The Child’s Creation of a Pictorial World, Claire Golomb (Ellen Handler Spitz), 1:120 Coleridge, Schiller, and Aesthetic Education, Michael John Kooy (Gary Peters), 3:119 Delany, Paul, Bill Brandt: A Life (Stuart Richmond), 1:118 Eisner, Elliot, and Michael Day, eds., Handbook of Research and Policy in Art Educa- tion (Charles M. Dorn), 1:111 Ginsberg, Robert, The Aesthetics of Ruins (Dylan Trigg), 4:118 Golomb, Claire, The Child’s Creation of a Pictorial World (Ellen Handler Spitz), 1:120 Handbook of Research and Policy in Art Education, edited by Elliot Eisner and Mi chael Day (Charles M. Dorn), 1:111 Kooy, Michael John, Coleridge, Schiller, and Aesthetic Education (Gary Peters), 3:119