Abstract
Abstract In this article, I will try to show that (1) one of the more compelling reasons for advocating for aesthetic normativity comes from an axiom that suppositionally underlies aesthetic educational endeavors and (2) by framing aesthetic judgments contextually and hypothetically we may be able to deal effectively with one of the more compelling reasons for antinormativity, namely the fact of irreconcilable differences between judgments of two equally competent judges. I will try to show that framing judgments contextually is common practice in aesthetic education.
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