In Western countries educational thinking has been linked to the scientific worldview that is based on Cartesian and Newtonian inquiries. In this approach understanding is sought by first taking things apart, once that is done, the whole is constructed again. The approach has its emphasis on things like analytical thinking, determinism, and reductionism, but it cannot cope with phenomena such as complexity, purpose, intention, uncertainty, and ambiguity. The arts are, however, often mentioned to possess capacities and methodologies to deal with these latter issues. In order to implement change in education, a more profound understanding of culture and arts is needed.