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elliot_eisner [2026/04/15 08:08] – created duchaelliot_eisner [2026/04/20 02:58] (current) – ducha
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 **4. Aesthetics:** the philosophical examination of the nature and value of art. **4. Aesthetics:** the philosophical examination of the nature and value of art.
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-  * Eisner, E. W. (1970). Stanford's Kettering project. Art Education, 23(8), 4–7. 
-  * Eisner, E. W. (1987). The role of discipline-based art education in America's schools. Art Education, 40(5), 6–26, 43–45. 
-  * Eisner, E. W. (1988). Structure and magic in discipline-based art education. Journal of Art & Design Education, 7(2), 185–196. 
-  * Eisner, E. W. (1990). Discipline-based art education: Conceptions and misconceptions. Educational Theory, 40(4), 423–430. 
-  * Dobbs, S. M. (1992). The DBAE handbook: An overview of discipline-based art education. J. Paul Getty Trust. 
  
 ==== Arts-Based Research and Arts-Based Educational Research ==== ==== Arts-Based Research and Arts-Based Educational Research ====
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 Eisner was the principal advocate for Arts-Based Research (ABR) and Arts-Based Educational Research (ABER) as legitimate modes of empirical inquiry, and he did more than any single figure to open qualitative research to what he called "methodological pluralism." In a now-famous 1996 public debate with Howard Gardner he defended the proposition that a novel could count as a doctoral dissertation, and over three decades of writing he argued that the meaningful distinction in research is not between qualitative and non-qualitative inquiry but between what is studied scientifically and what is studied artistically. The aim of ABR, he and Tom Barone wrote in Arts Based Research (2012), is not to replace traditional methods but "to diversify the pantry of methods that researchers can use to address the problems they care about." Eisner articulated distinct standards of rigor for artful inquiry — referential adequacy, structural corroboration, consensual validation, believability — and challenged fellow researchers "to do what we don't know how to do" so as to "bypass familiar ports and explore the new seas that we might sail." Eisner was the principal advocate for Arts-Based Research (ABR) and Arts-Based Educational Research (ABER) as legitimate modes of empirical inquiry, and he did more than any single figure to open qualitative research to what he called "methodological pluralism." In a now-famous 1996 public debate with Howard Gardner he defended the proposition that a novel could count as a doctoral dissertation, and over three decades of writing he argued that the meaningful distinction in research is not between qualitative and non-qualitative inquiry but between what is studied scientifically and what is studied artistically. The aim of ABR, he and Tom Barone wrote in Arts Based Research (2012), is not to replace traditional methods but "to diversify the pantry of methods that researchers can use to address the problems they care about." Eisner articulated distinct standards of rigor for artful inquiry — referential adequacy, structural corroboration, consensual validation, believability — and challenged fellow researchers "to do what we don't know how to do" so as to "bypass familiar ports and explore the new seas that we might sail."
  
-  * Eisner, E. W. (1981). On the differences between scientific and artistic approaches to qualitative research. Educational Researcher, 10(4), 5–9. 
-  * Eisner, E. W. (1993). Forms of understanding and the future of educational research. Educational Researcher, 22(7), 5–11. 
-  * Eisner, E. W. (1997). The promise and perils of alternative forms of data representation. Educational Researcher, 26(6), 4–10. 
-  * Eisner, E. W. (2006). Does arts-based research have a future? Studies in Art Education, 48(1), 9–18. 
-  * Eisner, E. W. (2008). Persistent tensions in arts-based research. In M. Cahnmann-Taylor & R. Siegesmund (Eds.), Arts-based research in education (pp. 16–27). Routledge. 
-  * Barone, T., & Eisner, E. W. (2012). Arts based research. SAGE. 
-  * Saks, A. L. (1996). Viewpoints: Should novels count as dissertations in education? Research in the Teaching of English, 30(4), 403–427. 
  
 ==== Educational Connoisseurship and Criticism ==== ==== Educational Connoisseurship and Criticism ====
  
 Eisner's theory of evaluation rested on two linked and deliberately recovered terms. Tracing "connoisseurship" back to the Latin cognoscere ("to know"), he defined it not as elitism but as the cultivated "ability to see, not merely look" — a highly perceptive engagement with the qualities of a work, a classroom, or a curriculum that can be learned through experience and inquiry. "Criticism," paired with it, is the public disclosure of what the connoisseur has perceived: criticism should "illuminate a situation or object" so as to further appreciation, recognition, and knowledge rather than to deliver verdicts. Together, connoisseurship and criticism constitute an evaluative epistemology in which qualitative judgment, grounded in perception, description, and interpretation, takes its place alongside measurement-based assessment of schools. Any teacher or student, Eisner argued, can become a connoisseur through sustained attention to the qualities of artworks and classroom events, and in doing so develop "two modes through which we come to understand and express what we come to know." Eisner's theory of evaluation rested on two linked and deliberately recovered terms. Tracing "connoisseurship" back to the Latin cognoscere ("to know"), he defined it not as elitism but as the cultivated "ability to see, not merely look" — a highly perceptive engagement with the qualities of a work, a classroom, or a curriculum that can be learned through experience and inquiry. "Criticism," paired with it, is the public disclosure of what the connoisseur has perceived: criticism should "illuminate a situation or object" so as to further appreciation, recognition, and knowledge rather than to deliver verdicts. Together, connoisseurship and criticism constitute an evaluative epistemology in which qualitative judgment, grounded in perception, description, and interpretation, takes its place alongside measurement-based assessment of schools. Any teacher or student, Eisner argued, can become a connoisseur through sustained attention to the qualities of artworks and classroom events, and in doing so develop "two modes through which we come to understand and express what we come to know."
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-  * Eisner, E. W. (1976). Educational connoisseurship and criticism: Their form and functions in educational evaluation. The Journal of Aesthetic Education, 10(3/4), 135–150. 
-  * Eisner, E. W. (1977). On the uses of educational connoisseurship and criticism for evaluating classroom life. Teachers College Record, 78(3), 345–358. 
-  * Eisner, E. W. (1998). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Prentice-Hall. 
-  * Eisner, E. W. (2002a). The arts and the creation of mind. Yale University Press. 
-  * Uhrmacher, P. B., & Matthews, J. (2005). Building his palette of scholarship: A biographical sketch of Elliot Eisner. In Intricate palette: Working the ideas of Elliot Eisner (pp. 1–13). Pearson Education. 
  
 ==== What the Arts Teach Us ==== ==== What the Arts Teach Us ====
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 **5. Aesthetic experience as a propellant of learning:** the felt qualities of form and experience drive engagement and understanding. **5. Aesthetic experience as a propellant of learning:** the felt qualities of form and experience drive engagement and understanding.
  
-  * Eisner, E. W. (1985). Aesthetic modes of knowing. In E. Eisner (Ed.), Learning and teaching the ways of knowing (pp. 23–36). National Society for the Study of Education. 
-  * Eisner, E. W. (1992). The misunderstood role of the arts in human development. The Phi Delta Kappan, 73(8), 591–595. 
-  * Eisner, E. W. (2002a). The arts and the creation of mind. Yale University Press. 
-  * Eisner, E. W. (2002b). What can education learn from the arts about the practice of education? Journal of Curriculum and Supervision, 18(1), 4–16. 
-  * Eisner, E. W. (2005). Reimagining schools: The selected works of Elliot W. Eisner. Routledge. 
-  * National Art Education Association. (2016, February 1). 10 lessons the arts teach. 
  
 ==== Eisner's Works ==== ==== Eisner's Works ====
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   * Eisner, E. W. (2008). Persistent tensions in arts-based research. In M. Cahnmann-Taylor & R. Siegesmund (Eds.), Arts-based research in education: Foundations for practice (pp. 16–27). Routledge.   * Eisner, E. W. (2008). Persistent tensions in arts-based research. In M. Cahnmann-Taylor & R. Siegesmund (Eds.), Arts-based research in education: Foundations for practice (pp. 16–27). Routledge.
   * Eisner, E. W., & Powell, K. (2002). Art in science? Curriculum Inquiry, 32(2), 131–159.   * Eisner, E. W., & Powell, K. (2002). Art in science? Curriculum Inquiry, 32(2), 131–159.
-  * Barone, T., & Eisner, E. W. (2012). Arts based research. SAGE. 
-  * Dewey, J. (1934). Art as experience. Penguin Group. 
-  * Dobbs, S. M. (1992). The DBAE handbook: An overview of discipline-based art education. J. Paul Getty Trust. 
-  * Gardner, H. (2005). Elliot Eisner as educator. In P. B. Uhrmacher & J. Matthews (Eds.), Intricate palette: Working the ideas of Elliot Eisner (pp. 215–217). Pearson Education. 
-  * Leavy, P. (2015). Method meets art: Arts-based research in practice. The Guilford Press. 
-  * Leavy, P. (2018). Handbook of arts-based research. The Guilford Press. 
-  * Saks, A. L. (1996). Viewpoints: Should novels count as dissertations in education? Research in the Teaching of English, 30(4), 403–427. 
-  * Uhrmacher, P. B., & Matthews, J. (2005). Intricate palette: Working the ideas of Elliot Eisner. Pearson Education. 
elliot_eisner.txt · Last modified: by ducha