Educational psychologists frequently consider the arts to be emotive forms that might provide satisfaction--but not understanding. This article argues that if cognition is a matter of becoming aware, of perceiving, then the senses and the arts play a crucial role in providing essential resources for education. (Author/WD)

The arts should be part of the core curriculum because human cognition is wider than discourse and because the forms one is able to use define the scope of the reality that one can know. (Author/IRT)

Literacy should not be limited to decoding written text. More broadly construed, education should address the many ways in which experience is represented, the development of cognitive potential, and differences in intellectual proclivities. The object should be cultivation of a broad capacity to construct meaning. (SK)

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)