Abstract
Scholarship claimed that the arts bear affordances in nurturing skills, dispositions and competencies that are increasingly needed in the education for the future. However, the evidences remain to be inconclusive. This chapter presents the main arguments and intentions forwarded in this book. It outlines how the chapters address current research and approaches to the arts in education that provide strong empirical evidences in establishing the claim that the arts indeed nurture future-oriented thinking skills and habits of mind. The intention is not necessarily to offer cause–effect links to address this gap in the current literature, but more importantly, to chart how research in arts/in/education responds to global needs through ground-based evidences using different methodological and pedagogical approaches that are rooted in a breadth of contexts: cultures, teaching and learning environments, disciplinary and interdisciplinary, student levels and student abilities.
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Costes-Onishi, P. (2019). Introduction: Finding Evidences of Artistic Thinking in the Schools. In: Costes-Onishi, P. (eds) Artistic Thinking in the Schools. Springer, Singapore. https://doi.org/10.1007/978-981-13-8993-1_1
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