Whilst it is accepted that art education is a cognitive endeavour, the value and contribution of cognition to art education is often deliberated. By examining literature concerning conceptions of cognition and contextualising studies with the findings of a 5-year artographic inquiry into cognition in the lived experiences of artist teachers, this article is able to present a case for the reinstatement of cognition and cognitive study across policy, practice and research in art education. The article shares a conceptual frame to assist engagement with cognition as a concept whilst presenting a strategy to support cognitive reinstatement in the changing climate of art education. Questions are posed and answered regarding cognition’s position in art education to bring reinstatement implications forward, such as its complexity and productivity within education. Recommendations, such as increased engagement, voice projection and visibility, are also suggested to infiltrate transformation in future materialisations of cognitive engagement in the policy, practice and research of art education.

中文翻译：

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艺术教育中的认知

虽然人们普遍认为艺术教育是一种认知努力，但认知对艺术教育的价值和贡献往往被深思熟虑。通过对有关认知概念和情境化研究的文献以及对艺术家教师生活经历中认知的 5 年艺术学调查的结果进行检查，本文能够提出一个案例，以在政策、实践中恢复认知和认知研究和艺术教育研究。这篇文章分享了一个概念框架，以帮助将认知作为一个概念进行参与，同时提出一种策略，以支持在艺术教育不断变化的环境中恢复认知。提出并回答关于认知在艺术教育中的地位的问题，以提出恢复的影响，例如它在教育中的复杂性和生产力。还建议增加参与度、声音投射和可见度等建议，以渗透到艺术教育政策、实践和研究中认知参与的未来具体化中的转型。