Abstract
From the relaxation in the sixties of the last century to the era of postmodernism, in the existence of Czech art education it was considered certain what visual art is: the linear development of the transition from realism to the abstraction of modernity with its expression of the "artist's inner self". However, in a pluralistic environment, during a thorough analysis of the art of modernity and postmodernity, it becomes clear that it is possible to understand visual art in many different concepts /see the anthology of foreign approaches by Kulka and Ciporanov (2010), Pospiszyl (1998), Kesner (2005) and others/, which are mostly not mutually compatible.
For the field of art education, which in order to defend its existence needs to clearly grasp the object of its interest as a compact whole of fundamental urgency, the problem arises of which of the theories of visual art to prioritize and for what reason, or better, how to find their complexity.