Chet Bowers (1984) has developed a theory of how a critical consciousness of our cultural typifications can be developed through an in-depth and elaborated understanding of aspects of a given situation or problem. In this paper, his theory is applied to the role research plays in art education. It is proposed that our existential choices in art education are directly proportionate to the amount and complexity of the research we have available and the extent to which we understand and can apply this research for specific purposes. The lack of research in essential instructional areas as well as the lack of formalized debate regarding major changes in the field of art education suggest that, rather than critical consciousness, art education is currently subject to limited perspectives that are controlled by a select few.


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