Rembrandt’s Art: A Paradigm for Critical Thinking and Aesthetics

Abstract

Philosophers have asked, How do we know the world? Over centuries, many visual artists have responded to this question by provoking us to see the world differently?through their own eyes. Rembrandt, by no small mea sure, is one of those artists. While many people have attempted to under stand and interpret the art of this quintessential master, few have used his art as a tool to teach critical thinking. The challenge, then, is to set forth a paradigm, using Rembrandt's art as the vehicle, to teach critical thinking skills. These skills can be applied across the curriculum without losing an appreciation for the aesthetic characteristics of his art. Several sections in this article begin with a foundational discussion of the connection between art and the general curriculum, including how the effectiveness of that curriculum may then be measured. Continuing with a working definition of critical thinking, I demonstrate how Rembrandt's work relates particularly well to the social studies curriculum. Definitions of criti cal thinking skills are discussed just prior to introducing the paradigm. A discussion of the paradigm's relationship to aesthetics and necessary con cepts is followed by the conclusion, which contains the graphic illustration of the paradigm.