The paper analyzes JŸrgen Habermas's theory of constitutive interests (1971) to derive technical, practical, and critical knowledges. These are engaged with Arthur Danto's theory of the Artworld (1964) in a discipline oriented matrix of nine cells. The purpose of the matrix is to identify, sort, and evaluate curriculum concepts in art education. The matrix will be applied as a useful conceptual tool for siting the domains of the visual arts (studio practice, art history, criticism, and aesthetics). It is further claimed that this meta-framework avoids the internal problems of relativism and the external problems of social relevance which have plagued disciplined representations of fields. The matrix provides opportunities for curricula to foster autonomy, authenticity and responsibility. Thus facilitating the outcome of developing educated persons in the context of contemporary society.