To deny access to the arts is to deny access, as Reimer (1989) states, to "a basic way that humans know themselves and their world; they (the arts) are a basic mode of cognition" (p 11). Fowler* (1994) takes this idea a little further by stating,
The arts are one of the main ways that humans define who they are. They often express a sense of community and ethnicity. Because the arts convey the spirit of the people who created them, they can help young people to acquire inter- and intra- cultural understanding. The arts are not just multi-cultural, they are transcultural; they invite cross-cultural communication. They teach openness towards those who are different from us. By putting us in touch with our own and other people's feelings, the arts teach one of the great civilizing capacities – how to be empathetic. To the extent that the arts teach empathy, they develop our capacity for compassion and humaneness.
Given that problem-solving, as Gardner suggests, is fundamental to intellectual competence, Eisner (1982) notes that, "the problems that most people have in their lives, the dilemmas that plague them the most, are quite unlike the clear and unambiguous solutions found in school textbooks and workbooks" yet much of the present school curriculum tends to emphasize "forms of representation having a syntactical structure in which black-and-white, true-false, and correct and incorrect answers are dominant". He asks, "How do we prepare children for life by posing problems to them in which ambiguity is absent and the need for judgement rare?" (p. 52)
The arts are not so much a result of inspiration and innate talent as they are a person's capacity for creative thinking and imagining, problem solving, creative judgement and a host of other mental processes. The arts represent forms of cognition every bit as potent as the verbal and logical/mathematical forms of cognition that have been the traditional focus of public education (Cooper-Solomon, 1995).