ABSTRACT
Art education is often characterized by how art and education converge at some point, only to part ways again. The first is the ever-changing nature of the educational context. The second has to do with art’s ambiguous fluctuations in both its diverse forms of practice and in how they are understood and defined. The arts cannot be staked on hierarchies of knowledge as they are not forms of knowledge, but they are forms of life and action by which people anticipate the limits that are set by a hierarchy of knowledge. While the recognition of arts- or practice-based research methods could potentially distance art from the clutch of the social sciences, research practitioners in the field must exercise the same caution by which social constructivists must stay away from the sociology of knowledge. Art’s groundlessness is not limited to a form of art understood as a finalized product, as a painting, a symphony or a play.
