In this article, the author conceptualizes educational aesthetics in terms of two domains: educational aesthetics as arts education and educational aesthetics as a range of nonarts educational activities understood from artistic and aesthetic points of view. A lead is taken from Harry S. Broudy's midcentury essay "Some Duties of an Educational Aesthetics," which discusses what is involved in becoming conversant with aesthetics in contemporary society. First, the author indicates the relevance of aesthetic theories to arts education. Second, he addresses the similarities and differences between art and teaching and learning, educational criticism, and leadership. Policy relevance derives from an understanding of what is plausible and what is questionable when pondering the relationship of aesthetics and education. (Contains 50 notes.)