Hillman's (2001) simple affirmation that "an idea of beauty is useful, functional, practical" is one this article attempts to pursue with teacher researchers in mind, based on the belief that to move from the "re"pression of beauty to its "ex"pression--or, at the very least, to its articulation--will enlighten rather than distract individuals. The author contends that, as a theoretical lens through which to observe and reflect upon practical issues, beauty has much to offer a range of research interests by no means restricted to learning in the arts. To illustrate the dynamic force of beauty, the author offers two examples. Although written by philosophers outside of the field of educational research, they nonetheless demonstrate how beauty can motivate an active spirit of inquiry. (Contains 1 figure and 2 notes.)