The foundational publications on inquiry-based learning (inter alia, Huber 2009) demonstrate that there is a clear overlap between the emancipatory objectives of the higher education didactic principle, which has been discussed since the 1970s, and educational concepts in the fine arts: Students' self-responsibility and autonomy regarding their methods and topics, practice and experience as a productive aspect or the necessity that the activity have social relevance are some of the aspects that both educational concepts have in common. The objective of engaging in a process of constantly questioning any existing statement with inquiry-based learning can also be associated with concepts that have been valid in the arts since the 1960s. Apart from a few exceptions, however, the notion of inquiry-based learning is scarcely used, despite elements of other concepts circulating in art education. In an age in which education and research have gained media and political attention, even in the liberal arts, we are even being increasingly warned about the inflationary use of the words "research" and "new knowledge." According to the art historian, James Elkins, these terms should "be
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