Different and competing conceptions of knowledge have recently been the focus of debate in education, especially art education. The cognitive science conception of knowledge as information processing and storage in long-term memory is especially prominent in educational policy. By contrast, within writing that is directly about art education, discussion of knowledge has often been framed in negative, terms, as reductive, as entailing the imposition of rigid subject content and as antithetical to art. Taking issue with both these contrasting views, and using a non-empirical, philosophical approach, this article puts forward a case for the centrality of knowledge and reasoning within the art and design curriculum. Specifically, the article draws on inferentialism, a theory that has not previously been applied to art education. The argument presented understands art as discursive and rational, as concept using and reason sensitive, as essentially a disjunctive set of historical-social practices. Art education is then best thought of as a rational-critical introduction to knowing those practices, as making explicit their proprieties, entailments and contradictions and the choices that are thereby made possible. This view emphasises learning in art and design as developing increasing levels of responsibility and commitment by integrating concepts in practice and theory.

中文翻译：

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让艺术变得明确：艺术与设计课程中的知识、理性和艺术史

不同的、相互竞争的知识概念最近成为教育界尤其是艺术教育界争论的焦点。将知识视为长期记忆中的信息处理和存储的认知科学概念在教育政策中尤为突出。相比之下，在直接涉及艺术教育的写作中，对知识的讨论常常被用消极的术语来表述，比如还原性的、强加严格的主题内容以及与艺术对立的。本文对这两种截然不同的观点提出质疑，并使用非经验的哲学方法，提出了知识和推理在艺术和设计课程中的中心地位的案例。具体来说，本文借鉴了推理主义，这是一种以前从未应用于艺术教育的理论。所提出的论点将艺术理解为话语和理性，概念使用和理性敏感，本质上是历史社会实践的一组分离的集合。那么，艺术教育最好被认为是对了解这些实践的理性批判性介绍，明确它们的专有性、必然性和矛盾以及由此可能做出的选择。这种观点强调艺术和设计的学习是通过将实践和理论相结合的概念来提高责任感和承诺的水平。