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By Malcolm Ross

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Parsons, Michael, et al. (1978). Developmental stages in children's aesthetic responses. Journal of Aesthetic Education, Vol, 12, 1, 83-104. 46 V. Heyfron W o l l h e i m , R i c h a r d . ( 1 9 7 9 ) . T h e S h e e p and t h e Ceremony» Cambridge University Press. SECTION II Psychological Issues Introduction David Evans looks at some definitional problems to aesthetic development, drawing particularly on the work of Child and Gardner, and he discusses the theory of Feldman in considering the concept of development· The paper draws some parallels between aesthetic and linguistic development and concludes with a warning against the misuse of developmental theory in education.

And what developmental theories best illuminate the relationships between the different roles or processes? Before I begin to elaborate a bit on these and other questions, I think I have to say something about the notion of 'development 1 and f theories of development 1 . Considering the nature of aesthetic development obliges me to ask a lot of questions about development itself. Development The developmental theory which has dominated child psychology in recent years and which has been the most thoroughly worked-out, both in terms of theory and empirical studies, is the cognitive-developmental one.

He is concerned, for example, with getting up in the morning for work, remembering his sister's birthday, repairing the dripping tap, and appeasing ungracious relatives. The momentous occasions in his life, such as the birth of his children, the death of his parents, separation from friends, lack the dignity accorded to them in art. There is no music playing in the background to The Aesthetic Dimension in Art Education 35 underline their significance. There is an arbitrariness and gratuitousness about existence.

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