Arts education: Teaching what technology cannot

Recently, Paul Sznewajs and Nick Rabkin made an introductory case for restoring the arts into Chicago Public Schools. They noted that past research has shown the positive benefits of arts instruction, especially for low-income students.  There is irony here in the word “past.”  For, indeed, over the last several decades, reams of research has been produced to validate the role of the arts, while in the same span of time, which Sznewajs and Rabkin make note of, we have seen that very same role significantly diminished.