While much has been written about dance, its role in education has been elusive. One thing is clear, though. What distinguishes dance from other forms of movement, action, and activity is the context in which dance or "aesthetic movement" is performed and appreciated by others. This includes both the way dance is thought about and evaluated by members of the dance community as well as the process by which dance "technique" is exploited, developed, and taught by dancers and choreographers. Traditionally, while human movement was accorded a central position in early learning, it has not been granted a major role in mind and thought until fairly recently. In this article, the author cites several theories advanced by various theorists on dance and pedagogy. (Contains 24 notes.)