This study examines visual dimensions and pedagogical repercussions of the war of terror. Iconographies of threat and prophylaxis are explored through a discussion of the actuarial gaze and the terr(or)itorialization of the visual field. Specific visual culture fallout from the war of terror is examined, including artistic responses and educational (ir)responsibilities and possibilities. Technologies of forgetting and artistic and pedagogical strategies of remembering are also considered. The essay concludes with an examination of implications and possible future directions for contemporary art education in a post-9/11 world. (Contains 16 footnotes.)