ABSTRACT
Dispositions and habits could be said to emerge from where people stand, who people are, and how people think and practice the relationship between art and education; a relationship that is not clear and less so predictable. The centrist view that customarily appears to be liberal and social democratic gets to the point of art education by asserting this agency within the identification of social and individual needs as measured against what society and the individual could contribute to the ever-changing constructs of the economy and the polity. The critical approach, which is somewhat on the left of the liberal and social democratic centre, would extend this state of affairs to a form of emancipation through the arts where art and education seem to provide forms of critical growth and social empowerment. The distinction between gnoseology and epistemology returns to how art relates to truth.
