Proponents of expanding art education to address visual culture sometimes mean by this no more than the idea that unconventional kinds of imagery may productively be treated as art. Sometimes, however, the goal is to replace the appreciative and interpretive stances that are conventional in teaching and learning about art with a polemical pedagogy. This author asserts that such a suggestion should at least be accompanied by serious and feasible plans for teaching art educators knowledge and skills very different from those that heretofore have sustained them.