Abstract

Hepburn argues that all education, and so Arts Education, educates a person's subjectivity, his or her Lebenswelt; though the sciences take the ‘objectifying way’ they too educate our subjectivity. I show why there can be no decision procedures, involving the use of logical operators for interpreting a work of art, but argue that Hepburn's view that music etc. can furnish ‘authoritative imaginative realisations’, nevertheless presupposes a ‘soft’ objectivist position. Whilst Hepburn is right in thinking that the subjective provides the context for objectifying procedures in education (and more generally), it cannot be the case, as he implies, that aesthetic criteria could have a role in the selection of preferred scientific explanations and theories. It is, however, argued that the aesthetic can be generative of objectifying ways, or theoryenabling.