Recent re-reading of Erich Fromm's (1968) "The Revolution of Hope," has proven to be compatible with an aesthetic model (A-ness/D-ness) that I have been researching on and developing in the past 30 years. Fromm's call for a radical humanistic agenda, if not revolution, was appealing to my own call for a radical aesthetic and art education agenda on how we teach coloring and drawing and how that impacts our worldview, our value system and choices and how that impacts the sustainability and health of ourselves and the ecological relationships with the earth-solar system. Fromm suggests a set of universal qualities to the human experience which he specifically distinguishes as "humane" and from there he asks us to consider how those ought to be the main criteria and reference for designing and planning, of which curriculum and pedagogy ought to pay close attention. The bulk of this paper is focused on a specific application of these reference criteria in an aesthetic model I created for demonstrating where people are at in terms of their value-biases aesthetically and implications of those mostly unconscious biases. A specific illustration, with empirical data, offers art teachers specifically a way to understand, and teach, Fromm's "humane" agenda, in a world which is arguably more and more becoming mechanized, digitalized and inhumane. (Contains 9 endnotes, 1 footnote, and 4 figures.) [This paper was published by the In Search of Fearlessness Research Institute.]