The publication of C. P. Snow’s The Two Cultures and the Scientific Revolution in 1959 had a powerful effect on the context of arts education and the image of the educated person. Not long after the publication of this book, the sciences were treated as “hard subjects and activities” concerned with the basics in life, and the arts were treated as “soft subjects and activities” concerned with the frills in life. This was accompanied by an increase in funding for science education and a decrease in funding for arts education, and therefore cuts in many arts courses, programs, and projects. In recent years, this situation has changed and changed considerably, due largely to mounting empirical evidence that the arts have an important role to play in good health and well-being, as well as being essential at all stages and ages in the life process. This is causing a transformation in the context of arts education and the image of the educated person, as well as a cultural age that appears to be emerging in the world and seeing the development and education of people and the human personality from a cultural rather than economic perspective. This is creating a need to broaden, deepen, diversify, and intensify arts education through expanding the scope, styles, genres, and creative dimensions of an education in the arts, increasing understanding, awareness, and appreciation of the natural world and the human-made world, treating the arts as “gateways” to a cultural age, and using specific works of art as “symbols” to enhance and enrich comprehension of the holistic character of towns, cities, cultures, civilizations, and the cultural heritage of humankind. This is particularly important for young people and future generations who will benefit from this more expansive and compelling education in the arts as well as the ability to capitalize on the profuse opportunities that will arise from this.