In this article, the author highlights theoretical positions from the field of contemporary art that articulate the dialogical and relational aesthetic of contemporary socially-engaged art practices. To illustrate and examine the dimensions of such a social aesthetic in practice, the author shares the practice of Canadian artist, Julie Fiala, through a community project entitled "Lounging on Red Couches". Then, following a discussion of currents in art education that espouse elements of a dialogical and relational aesthetic, the author proposes that the social aesthetic emanating from the realm of contemporary art provides a useful theoretical framework for art education. The author concludes by highlighting key elements of a post-formal social aesthetic for art education. (Contains 2 figures.)