There is often a split between the theories of art education and between the actual practice of art education. There are many reasons to embrace theory and there are good reasons to be wary of theory. Theory that claims to have identified the best and only way of currently structuring art education is not in sync with postmodern times in which a variety of approaches and positions can be seen as equally valid, at least as starting points. Planning a curriculum based on theoretical positions, even interesting, up-to-date theories, can be dry and lifeless. "Authoring" art projects is an art form and needs to begin in an aesthetic,

not only an intellectual impulse. Without the aesthetic impulse, that combines thinking, perceiving, and making in fresh ways, curriculum is a mere recitation of what has been, rather than an exploration of what can be. Yet, theory can spark an intellectual and aesthetic impulse. Such thinking can transform and enliven an art education curriculum. It can encourage incorporating contemporary thinking about art and culture into the everyday life of the classroom. It can draw attention to important, but hitherto for, unnoticed aspects of the content of the curriculum.

It can challenge us to step back from immersion in the beauty and complexity of the visual and material world to re-think why we do what we do. The articles in this section are by teachers, artists, and professors whose ideas have contributed to the Contemporary Community Curriculum Initiative. Our goal is to present articles that will stimulate teachers to look through different eyes at their K-12 (and college) art rooms. It is by these shifts of perception – causing sometimes a slight and subtle change of emphasis or at other times a complete make-over of some aspect of the curriculum – that teachers continue to reducation imparted only in the classroom may not help the learners to deal with complex problems which appear in the real life.

When education takes place both in the classroom and beyond it gives the learners real opportunities to face the challenges of life pragmatically. In American schools and colleges a program named ‘Service Learning’ has been in vogue since the time of Abraham Lincoln in 1862. This service Learning is based on three theories. Firstly, pay back motivation. As the students read in the schools and colleges run by the state or community, they must have some responsibilities towards them. It is an opportunity for the students to give service to the society directly. Secondly it gives philanthropic motivation. Students clean the road, offices, surrounding environment and make the less conscious people aware of political and social responsibilities and they get self-satisfaction through these services. Thirdly, it reflects perfection of knowledge.

Only bookish knowledge cannot give perfection to the students until and unless they learn something practically from the known society and surrounding environment. It helps them learn the society and people. Students learn leadership quality and the spirit of leadership quality and team-work is developed among them. the last quarter of the 20th century, women involved in development activities began traveling in the rural areas on motorbikes and bicycles for work related purposes. Many people have lauded this development as progress for professional women; on the other side a segment of the same

population (both educated and uneducated) have identified this as an indicator of the degeneration of women in terms of morality and character and Madrasah students threatened to prevent this behavior. The nefarious attack that was made by young Madrasah boys on the sports day for primary students of the public Aaliyah Madrasah of Sylhet, where their rage was expended on the young girls participating in the sports competitions as well as the national flag, must have been an attempt to bring about the alleged morality.7 The fact that what the majority people of society deem as progress appears to be moral degeneration to Madrasah people making them take actions to eradicate it must be an outcome of Madrasah education.

The values promoted through Madrasah education attempts to retain non-progress in national and social life. Reviewing this example of the participation of the Madrasahs in establishing their so called morality as well as selected incidents of their personal and professional lives that have been published in the newspapers point toward the moral vacuum that exist within them. There is no need to go into controversial subjects; there are no actions that are morally contemptible to all human beings that the Madrasah related people are not deeply involved in – whether that action is murder, rape, sexual assault, embezzlement or cheating at exams. -invent the practice, outcomes, and theory o

f art education in our schools. VIP Deals offers pay for play Amazon.com retailer VIP Deals reportedly began offering Kindle Fire cases packed with letters encouraging customers to post five-star reviews in exchange for a full refund. Nearly all the product’sWelcome to the “Physical Education” section of the Southeast Education Network magazine website: We want to provide you with timely online information and breaking news on fitness and PhysEd. Among our physical education articles, you will find news on fitness learning, physical education development programs and more. We want to be your best online source for the physical education related articles and resources you need.

Ethics or the judgment of right and wrong is related to a human being’s development from a child (a biological entity) to an adult human (a bio-cultural entity). Sociologists call this process of growing into an adult from a child “Socialization” implying that this is the process that turns us into creatures worthy of society. The cultural elements of each society teach people how to behave, what to do and what not to do, what to think and what not to think.

The anthropologist Teaylor has defined culture as being “the knowledge, behavior, beliefs, art, values, laws, practices and habits that a person inherits by being a member of a society.”1 It has been seen that human beings inherit values from the system and practice of values prevalent in their society. This inheritance occurs through education. Education provides humans with the structure of values and ethics to be followed. Humans receive the education that constructs these values from various elements and institutions of society. These elements and institutions are usually the family, neighbors, friends, school, mass media (books, newspapers, and the electronic media).

The whole educational infrastructure of a society evolves from the principles and values determined by that society. In this discussion regarding the Madrasah education in Bangladesh and the system of values that has evolved from it, it is important to consider these aspects related to the overall nature of culture and education. For the type and impact of institutional education on the development, change or transformation of social mores or cultural values is significant.