Abstract
Learning dilemmas cultivate problem-solving abilities among learners and are greatly valued in the field of art education. Previous studies of dilemmas of aesthetic judgment discuss the value of art in terms of its social context, and dilemmas of value discuss the quality of art in terms of an experience of work. The purpose of this study was to clarify the traits of both learning dilemmas by comparing them with studies investigating similar approaches to art education. The study clarified that learners experience a failure of structure and problem-solving as traits of learning dilemmas.
