Art education has gone through a number of paradigms since its origins in the medieval guilds. Yet ever since joining the university system in the 1970s, art departments have struggled to articulate a contemporary paradigm which accurately reflects what they do, to the extent that it often seems more realistic to say that art can't be taught at all. At the same time, science departments have struggled with the problem first noted by science historian Thomas Kuhn in 1962 - that the history of science depends on the creative brilliance of 'extraordinary scientists' who yet have no place within...