Art’s Educational Value

Abstract

As many writers now agree, the main ideological thrust of postmodernism has peaked, though we live with its legacy, principally a lingering distrust of value and a suspicion of significant ideas concerning, for example, knowledge and truth.1 While it is still possible to encounter those who scoff at enlightenment values, there does appear to be some softening of attitudes. Beauty is once again a respectable topic of philosophical discussion, and in art schools, drawing and painting are back in the curriculum. Most serious artists want to do their own original work to a high standard, and they can be their own strongest critics. In education, different subjects vie for precious curriculum space, prompting inevitable questions about their value. Value connotes worth, something that is prized. Value is often distinguished as being intrinsic in nature, meaning the worth is tied to an object's inherent qualities or defining character. An old growth forest, for example, could be valued intrinsically as a piece of wild nature. Thus, it would be possible to appreciate, among other things, its pristine qualities, the mighty trees, light falling on leaves, the variety of the flora, its organic density and profusion, sounds and smells, a sense of peace, and the unpredictable appearance of birds and other creatures. In an intrinsic sense, it is usual to say that something is attended to, or experienced, for its own sake. For the nature lover, a walk in an old forest carries its own justification. But such a conception can become hazy, for example, as when it is noted that the forest's natural qualities may be seen as instrumental to the gratifying of human ends such as aesthetic appreciation. Also, it is not always easy to distinguish intrinsic value unequivocally in a