Abstract

To teach art well clearly requires considerable understanding of autonomy in art. Some theorists with autonomy in mind have argued that art must be without constraint. I challenge aspects of this view because it is unrepresentative of the art world, it is not necessarily good for art, it is an inadequate concept of autonomy in general, and it is very naïve about teaching responsibilities in art. For reasons to be explained, the restorative notion that I present is that art education requires the teaching contributions of art lessons that are appropriately aware of variable moral-ethical assessment issues1 in order to be able to facilitate, in an autonomous manner, more of the enigmatic and the venerable that is...