THE IMPORTANCE OF EDUCATION IN THE ARTS: A TRANSATLANTIC PERCEPTION 1916-1980
Abstract
Teachers are perhaps more prone than most to the illusion that nothing really chonges, and as they get older in the service this illusion is apt to deepen. At least in the United Kingdom, however, one who can look back over the decades of a career that began before the war sees how much has changed for the teachers of the arts. Cammaerts contemplates the symptoms of that change and diagnoses for us its scale. Looking at the present and the future, however, he isolates with a sure-handed simplicity the uncertainties and problems that remain. Is creativity really an accepted objective in an age increasingly obsessed with the production of wealth? Can good taste be taught? How does one manage the bridge, in adolescence, from spontaneity to technical discipline? How should a child who has a rare gift be provided for in the arrangements of a school? RÉSUMÉ L'illusion que rien ne change jamais vraiment habite les professeurs plus que quiconque et elle se renforce avec l'âge. Au Royaume-Uni tout du moins, il suffit d'examiner la période qui s'est écoulée depuis avant la dernière guerre pour se rendre compte que bien des choses ont changé pour les professeurs de lettres. Cammaerts étudie les symptômes de ces changements et nous propose un diagnostic de leur étendue. Devant le présent et l'avenir toutefois, il réussit à isoler avec une simplicité déroutante les incertitudes et les problèmes qui demeurent. La créativité est-elle réelement un objectif accepté à une époque où la richesse est une obsession de plus en plus répandue? Peut-on enseigner le bon goût? Comment effectuer la transition chez les adolescents de la spontanéité à la discipline technique? Comment les écoles doivent-elles traiter les enfants surdoués?Downloads
Published
1980-09-01
How to Cite
Cammaerts, F. (1980). THE IMPORTANCE OF EDUCATION IN THE ARTS: A TRANSATLANTIC PERCEPTION 1916-1980. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 15(003). Retrieved from https://mje.mcgill.ca/article/view/7342
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