ABSTRACT
Such remarks reemphasize the significance of the artistic heritage and the depth of devotion to it that were central to the justification question discussed in the previous chapter. They also introduce new accents: a felt obligation to share aesthetic enrichment and to communicate aesthetic values without willful imposition, and the role that reasoning, reflection, and argument can play in this transmission. While the last chapter indicated how a philosophically respectable case can be made for teaching the arts in the schools, the present one begins the process of showing how such teaching can be both theoretically defensible and practically feasible, an endeavor that will occupy the next two chapters as well.
