LEARNING TO MAKE AND TO APPRECIATE
The aims of this chapter are: to emphasise the rule-governed nature of artistic and aesthetic activity; to acknowledge the central concerns of the arts with human life; to argue for a reintegration of aesthetic and artistic education into vocational education on the one hand and moral education on the other; and, finally, to emphasise the importance of both making and appreciating as central features of aesthetic and artistic learning and education. The artistic and aesthetic aspects of life are nowadays considered to a large extent as a distinct sphere of activity from the economy, science and technology, religion and morality.1 The sundering of different aspects of life is a condition of modernity rather than an abiding feature of human existence; it does not always seem to have been the case that the arts have been considered as a largely distinct sphere. There are in particular well-established connections between art and religion, art and morality, and art and craft and technology. The idea that art and aesthetics are a largely separate aspect of life is a relatively new one.