The art history curriculum of secondary art schools in Flanders limits itself to a history of styles and iconology. Charlotte Pannier looks at what happens when art history is reduced to style history and iconology. Some of the questions she deals with include: what is necessary to establish an equal relationship between artworks, students and a teacher who represents academic knowledge? How can art history lessons help students build a critical and creative relationship with the surrounding world? How can their interpretations of artworks contribute to the building of new (academic) knowledge.