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Ph.D., University of Chicago; Honorary Doctorate, University of Oslo Professor Emeritus of Education and Art, Stanford University.

Author of Educating Artistic Vision (1972), The Educational Imagination: On the Design and Evaluation of School Programs (1979), Cognition and Curriculum: A Basis for Deciding What to Teach (1982), The Art of Educational Evaluation (1985), The Enlightened Eye (1991), Cognition and Curriculum Reconsidered (1994), and The Kind of Schools We Need (1998). Dr. Eisner passed away January 10, 2014.

Elliot Eisner (1933–2014) was Professor Emeritus of Education and Art at Stanford University. He is best known for his scholarship in arts education, curriculum studies, and educational evaluation, and advocated strongly for arts in education, without which he said, “the vast majority of our children will be denied access to the arts and the opportunities to develop mental skills that work in the arts makes possible.”

Teaching at Stanford since 1965, Eisner lectured throughout the world, received five honorary degrees, and published numerous articles and more than 17 books. His distinguished work effectuated many honors, including the 2005 Grawemeyer Award for his 2002 book The Arts and the Creation of the Mind, the Palmer O. Johnson Award from the American Educational Research Association (AERA), a John Simon Guggenheim Fellowship, and a Fulbright Fellowship. He served as president of many prestigious organizations: AERA, National Art Education Association, International Society for Education through Art, and the John Dewey Society.

Born in Chicago in 1933, Eisner displayed considerable artistic talent as a young child and first studied painting at the School of the Art Institute of Chicago while in elementary school. He later taught high school art classes while earning graduate degrees in design and art education at the Institute of Design at the Illinois Institute of Technology, and received his doctorate from the University of Chicago. He advised his graduate students and early researchers to “think outside the box” by looking at classrooms with new eyes. Praised by colleagues for his enduring commitment to his students, Eisner cited his role as mentor among his most significant professional achievements.

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