Much has been said on matter of aesthetics and mathematics--perhaps most commonly articulated in relation to properties such as "beauty" and "elegance," which are used to distinguish good from not-so-good mathematical products. Despite its importance in the work of mathematicians, it has been argued that aesthetics cannot be incorporated into school mathematics given students' difficulties with basic problem-solving skills (Dreyfus and Eisenberg, 1986; 1996). In contrast, this paper argues that it is both possible and desirable to incorporate aesthetic concerns into the mathematical activities of students. The argument is based on a re-articulation of both the nature and purposes of the aesthetic in school mathematics that extends beyond the objective, product-oriented interpretations more commonly discussed. [For complete proceedings, see ED500860.]