First, it helps to see over the first impression. The critical thinking is a big part of the liberal arts education. This development of meaning can lead individuals to become conscientious about social responsibilities to extract the full range of potential for creative thinking. The art history serves to search over the basic information we seen. For example, the study of the iconography could help us to determine the importance of each part of a piece of art.
Second, it helps in the development of the abilities to adapt to changing circumstances. The creativity starts with the understanding of the history of arts. Novel perspectives can help to learn abstract thinking. The prodigious power of creativity is another paramount reason to appreciate a liberal arts education.
Third, it develops the judgement, but to have a good judgement, we need to be able to thing independently. The art history development this side of thinking, the side we need to have to see the difference between our opinion and the one of another person. We all are different, so in this discipline we all seen the arts and the subjects differently from the other.
“Knowledge of many subject areas provides a cross fertilization of ideas, a fullness of mind that produces new ideas and better understanding. Those sudden realizations, those strokes of genius, those solutions seemingly out of nowhere, are really almost always the product of the mind working unconsciously on a problem and using materials stored up through long study and conscious thought. The greater the storehouse of your knowledge, and the wider its range, the more creative you will be. The interactions of diversified knowledge are so subtle and so sophisticated that their results cannot be predicted. When Benjamin Franklin flew a kite into a storm to investigate the properties of electricity, he did not foresee the wonderful inventions that future students of his discoveries would produce--the washing machines, microwave ovens, computers, radar installations, electric blankets, or television sets. Nor did many of the inventors of these devices foresee them while they studied Franklin's work.”[1]
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