In this article, the author objects to what curricularists and teachers often believe that meaningful activities in school have to be scripted, planned to the nth degree and assigned learning objectives and goals ahead of time, or they have no educational worth. Instead, he used Elliot Eisner's classic curriculum text, "The Educational Imagination," to frame what he regards as a problem for the field and the practice of teaching in public schools. In teaching, he often applies what Eisner calls "expressive activities" or "expressive outcomes," which are different from behavioral and problem-solving objectives. The author presents a dramatization of a trip to the zoo story. (Contains 3 endnotes.)