September 1991
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28 Citations
Studies in Art Education
Sociocognitive theorists have stressed the importance of both teacher and peer collaboration in learning and academic achievement. Such collaboration may be lacking in an art education modelled on the tradition of the solitary artist producing original works of art in the studio. This paper describes the Philosophy for Children program in critical thinking, its pedagogical approach involving the community of inquiry, and the sociocognitive learning theories upon which it is based. This program may serve as a pedagogical model for development of collaborative learning approaches in art education, especially within the discipline of aesthetics.