"We do not want an image education"
This provocative title accent indicates a firm position which we believe: art - and its corollary, the aesthetic experience - is put at the heart of the debate
. Initially, we prefer to substitute "arts education" to "visual education", a term that connotes too the prospect of sending a know
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an ability to read
images. However, this approach may allow to imply that we educate young viewers to learn to decode messages, to speak the language of images! Teach us the communication in spite of ourselves? This is not what it is in cultural action. We are rather in
. The very term education also poses problems. The relationship is being created in the cultural action is not a relation of master and pupil. 
However, it is difficult to accept this design to be elected. During our discussions with them, the institutional partners turn a deaf ear when we ask them to develop a policy for arts education. "The arts" is scary, the field of art is too abstract for them for their consent to be at the heart of their intervention . "When we against [them], the problem arises from the definition of" art "which is a great melting pot that does not mean anything. The term "visual education" has, especially in schools, to identify precisely what it was. If I tell my partners that I'm doing arts education, they do not understand me or pretend not to understand me. "
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