Abstract
Schooling in the United States is "increasingly defined by arthritic traditionalisms of standardized assessments and testing, school and teacher accountabilities, models of exacerbated efficiency and tracking, and even more strident state and federal calls for more of the same" (Kanpol, 1997, p. ix). Mired in escalating restricted conventional practices that deny humanistic and democratic possibilities, many art educators are frequently unaware of what, in reality, is possible with/in art/ education. Moreover, our praxis continues to reflect dispositions and actions that are oftentimes bereft of the language of possibility or hope. Using the language of possibility, we transform our thinking from how it has been to how it could be. Those who achieve the "impossible" tend to focus their thoughts and energies on possibilities rather than limitations. Possibilities encompass the big picture, and provide hope for the future. To predict the future, we are obliged to actively create it. Even impossibilities give way to possibilities when we exhibit conduct, habits, or ways that lead to success. What we envision today with/in art/education, raising the quality of education, equity of opportunity in education, social responsibility, research, and possible initiatives, will give birth to worlds of possibilities.
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