This article opens by raising a need to examine today's moral education for a new century. John Dewey insists that "arts are educative," so that "they open the door to an expansion of meaning and to an enlarged capacity to experience the world." This insight retains remarkable implications for today's moral education. Aesthetic experience is holistic, taking one to a deeper understanding and more enjoyable appreciation and investigation of everything that goes into human meaning making, regardless of whether it is artistic or not. For Dewey, education needs aesthetic elements such as responsiveness, an emotional reaction supplying a delicacy and quickness of recognition, sensitiveness, and susceptibility. Dewey also states that the individual has a natural tendency to react in such an emotional way, but this natural disposition requires cultivation, and aesthetic experience affords the training of an emotional reaction and responsiveness. First, the author explores Dewey's aesthetic theory in relation to moral education. Then, she addresses what difference the characteristics inherent to aesthetic experience--feelings and emotions, imagination, and embodiment--make in moral education for a new century. (Contains 44 notes.)