Discusses six forms of artistic thinking and how they can contribute to the improvement of schooling. For example, in art one learns that form and content are inseparable. Applied to schooling, this lesson means that how a subject is taught is as important as what is taught. Integrating the "how" and "what" (form and content) are essential for…

Argues that the absence of the arts in testing programs contributes to their marginalization. Considers the role of imaginative potential in determining what is important in schools. Considers what the arts have to do with literacy, that is, with the standard conceptions of reading and writing. Discusses transforming brains to minds, the arts as…

Brains are biological, but minds are cultural achievements. What really counts in schools is teaching children the excitement of exploring ideas, helping youngsters formulate their own problems and resolution strategies, developing multiple literacy forms, imparting the importance of wonder, creating a sense of community, and recognizing each…

Without opportunities to acquire multiple forms of literacy, children will be handicapped in their ability to participate in the legacies of their culture. The forms in which thinking occurs should not be subjected to the status differences and inequities of society. (MLW)

Non-quantifiable knowledge, involving sensory information, conceptualization, and imagination, is discussed in relation to educational evalution. Evaluation is discussed in terms of educational connoisseurship, or the art of appreciation; and educational criticism, which informs, interprets, and appraises. (MH)

This analysis describes some of the general features of art and goes on to look at what the artistic treatment of research entails. Artistically crafted research that includes coherence, imagery, and particularity can help to explain what is important about schools. Further, the education of teachers should be regarded as the education of artists.…