Bennett Reimer’s consistent, fifty-year argument for a feelingful aesthetic experience through various venues is at the heart of this review of his work. The experience is cognitive and holistic and can be advanced through better research in curriculum and assessment that supports musical knowing. To further all types of research Reimer established the Center for the Study of Education and Music Experience at Northwestern University. His students, like those of Elliott Eisner in visual arts education, learned to appreciate the difficulty of formulating research questions in aesthetic education. To further his agenda, Reimer used musical intelligences in his philosophy to support the advocacy efforts of the National Association for Music Education.

https://www.jstor.org/stable/10.2979/philmusieducrevi.23.2.117

A Challenge from Bennett Reimer

Arts and cultural practice are gaining attention in numerous disciplines and sectors as a vehicle for community building, and to promote wellbeing and social change. In this article we overview the links between community and liberation psychologies, community arts, and public pedagogy. We put forward the notion of community pedagogies to capture where these areas intersect. The different contributions that make up this special issue are examples of the similarities and divergences in the mobilisation of arts and cultural practices across different countries and in relation to different issues. Community pedagogies seek to challenge oppression, marginalisation and social exclusion and it draws from diverse critical epistemological and methodological tools, is participatory, and guided by relational ethics.

Creating inclusive knowledges: exploring the transformative potential of arts and cultural practice

In the spring of 2013, the Harvard Educational Review (HER) published a special issue entitled Expanding Our Vision for the Arts in Education (Vol 83, No 1) Following a variety of forward-looking essays and arts learner reflections concerning the potential of the arts in education, the issue concluded with a provocative scholarly article, “Why the Arts Don't Do Anything: Toward a New Vision for Cultural Production in Education,” written by Ruben A Gaztambide-Fernandez, an associate professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at the University of Toronto In this piece, Gaztambide-Fernandez makes the case that advocacy for arts education is trapped within a “rhetoric of effects” because the arts, as we conceive of them in educational environments today, rely too heavily on instrumental and intrinsic outcomes while only shallowly embodying a commitment to, or a consideration of, cultural practice Gaztambide-Fernandez further argues

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Responding to “Why the Arts Don't Do Anything: Toward a New Vision for Cultural Production in Education”