Abstract
his article is a call for reasonableness in the field of art education. Surprisingly, most people working in art education do not consciously know what that involves, although many classroom teachers intuitively practice it regularly. Recently I received a book called Beyond Creating: The Place for Art in America's Schools. I was impressed with the quality of production, reputation of the contributors, and obvious resources available in its development. The cover title had done an excellent job of summary: Beyond Creating. Despite the claim that the book was introducing readers to a new concept for teaching art in America's schools, it was dealing with a movement in art education that has been around for at least twenty years. The book crusades for a shift from intuitive studio production to rigorous, rational study of art production, art history, art criticism, and aesthetics. Such education has been championed by many university art educators during that twenty year period. However, the book mentioned:
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