This work provides an overview of the progress that has characterized the field of research and policy in art education. It profiles and integrates history, policy, learning, curriculum and instruction, assessment, and competing perspectives.

At the mid-point of the twentieth century, many philosophers in the English-speaking world regarded political and moral philosophy as all but moribund. Thinkers influenced by logical positivism believe that ethical statements are merely disguised expressions of individual emotion lacking propositional force, or that the conditions for the validation of ethical statements could not be specified, or that their content, however humanly meaningful, is inexpressible. Philosophical Dimensions of Public Policy presents thirty-four articles written by research scholars numerous fields-philosophy, political theory, medicine, law, biology, economics, ecology and sociology-treating a broad range of topics in practical philosophy. The Institute for Philosophy and Public Affairs has been home for these ideas, pioneering a distinctive method of conducting inquiry into the moral dimensions of public life, and contributing to public discussion and deliberation. Members of the Institute reject the idea that public philosophy means reaching into the philosopher's tool-kit and "applying" prefabricated theories to particular problems. They set in motion a dialogue between the distinctive moral features of practical problems and the more general moral theories or considerations that seem most likely to elucidate these problems. The volume is divided into five areas: "Politics, Civic Life, and Moral Education"; "Diversity, Identity, and Equal Opportunity"; "Human Rights, Development Ethics, and International Justice"; "Biotechnology, Genetic Research, and Health Policy"; and "Natural Environment, Human Communities." Philosophical Dimensions of Public Policy presents empirical data and philosophical arguments with the intention of informing public policy and public deliberation. Scholars as well as graduate and undergraduate students are certain to find it useful to their research work.

This book places the study of public support for the arts and culture within the prism of public policy making. It is explicitly comparative in casting cultural policy within a broad sociopolitical and historical framework. Given the complexity of national communities, there has been an absence of comparative analyses that would explain the wide variability in modes of cultural policy as reflections of public cultures and cultural identity. The discussion is internationally focused and interdisciplinary. Mulcahy contextualizes a wide variety of cultural policies and their relation to politics and identity by asking a basic question: who gets their heritage valorized and by whom is this done? The fundamental assumption is that culture is at the heart of public policy as it defines national identity and personal value.

Offering the first comprehensive and international work on cultural policy, Toby Miller and George Yudice have produced a landmark work in the emerging field of cultural policy. Rigorous in its field of survey and astute in its critical commentary it enables students to gain a global grounding in cultural policy.

This anthology, designed for use in undergraduate courses in environmental ethics, includes new and classic readings by leading writers in the field, full-length case studies, and many short discussion cases. Introductions and discussion questions are provided for all the essays, with each chapter introduced by a summary of the issues and appropriate philosophic, historical and scientific background. Exploring ethical theory, environmental ethics, science and the environmental movement, Earthcare also offers suggestions for students on how to think about ethics and the environment. Through many worldviews, religions and philosophical perspectives, this collection grapples with environmental ethics issues from valuing nature, concerns about the atmosphere, water, land, animals, and human population as well as the interlocking and often problematic interests of business, consumption, energy and sustainability. This book also features examples of a wide variety of environmentally engaged individuals, giving students a way of seeing the connections between the material studied and what they themselves might accomplish.

With the growth of interest in the debates about what culture is, and who ′owns′ it, questions of cultural policy have moved to the forefront of wider dicussions of citizenship. This book unpicks the significance of culture for citizenship. Among the topics explored are the strengths and weaknesses of the ′civilizing mission′ of museums; the moralism of ′Third Way′ politics; the proper base for funding culture and the arts; the impact of globalization on culture and citizenship; the fantasies of freedom in Internet use; the tensions between human rights advocacy and citizenship; and the place of citizen ideals in governance. What emerges is a superb resource for analyzing the meaning of cultural policy in contemporary society. It both summarizes the state of the field and innovates new ways of thinking about culture and citizenship.

This book examines fundamental questions about funding for the arts: why should governments provide funding for the arts? What do the arts contribute to daily life? Do artists and their publics have a social responsibility? Challenging questionable assumptions about the state, the arts and a democratic society, Lambert Zuidervaart presents a vigorous case for government funding, based on crucial contributions the arts make to civil society. He argues that the arts contribute to democratic communication and a social economy, fostering the critical and creative dialogue that a democratic society needs. Informed by the author's experience leading a non-profit arts organisation as well as his expertise in the arts, humanities and social sciences, this book proposes an entirely new conception of the public role of art with wide-ranging implications for education, politics and cultural policy.

This Handbook provides a practical, straightforward guide to the theory and practice of discipline-based art education. This comprehensive approach to art education has transformed the way students create and understand art; it also offers opportunities for relating art to other subjects as well as to the personal interests and abilities of young learners. This completely revised edition explains how DBAE draws content from the disciplines of art-making, art criticism, art history and aesthetics, and shows how the practice of DBAE in schools over the past several years has influenced how art is taught today.

What does it mean to cultivate demand for the arts? Why is it important and necessary to do so? What can state arts agencies and other arts and education policymakers do to make it happen? The authors set out a framework for thinking about supply and demand in the arts and identify the roles that different factors, particularly arts learning, play in increasing demand for the arts.