This paper is a response to issues raised by Eisner en the role of discipline-based art education in the public schools.(Eisner) The problem with Eisner explanation is that he never commits himself to what he wants art education to be. He is ambivalent about goals and pedagogical practice, urging art teachers to refrain from predictive objectives and to rely on some sort of “rule of thumb”. He argues that art should be taught for transfer se that it relates to the world outside the classroom and then asserts that cultural aspects are incursions on aesthetic aims.