attend to it, but let us not delude ourselves, art education has no franchise upon creativity”. This is an important factor in Eisner’s thinking because while he endeavored to bring Art Education to the front lines of the discussion he also made the argument that responsibility for the education of art and creativity belongs to all. There is an art in all subject matter from math to English to science, and teachers should not leave it up to the art teachers only to engage students in creative modes of expression. Eisner (1965) furthered his argument in another piece from the same time frame. He wrote: “Once considered an elusive, almost mystical gift to a special few, creativity is now being seen as a capacity common to all - one that should be effectively developed by the school”. Eisner’s passion for art fit neatly into an absence he saw in school curricula, and as a matter of progression in his work, he saw an opportunity to address the art of curriculum development and teacher’s pedagogy, as well. During the 1980s, he had a number of exchanges with Denis C. Phillips regarding the status of qualitative research for educational understanding. Eisner also had a well-known debate with Howard Gardner as to whether a work of fiction such as a novel could be submitted as a dissertation (Eisner believed it could, and some novels have since been successfully submitted). He published regularly; his works included hundreds of articles and over a dozen books. He also frequently spoke before teachers, administrators, and at professional conferences. He served as president of many professional organizations, including the American Educational Research Association, the National Art Education Association, the International Society for Education through Art (InSEA) and the John Dewey Society. Elliot Eisner died on January 10, 2014, from complications of Parkinson's disease. References External links 2014 deaths Place of death missing Stanford Graduate School of Education faculty 1933 births