In the words of Ralph A. Smith, "We can now discern the outlines of the problem: how to acquaint students with the aesthetic form of life in a manner that is not only ethically acceptable but also theoretically justifiable and pedagogically promising." This essay interrogates conventional assumptions about applications of art history in art education to innovate an artworld/lifeworld representation within the school years. The outlined strategy is authentic in terms of disciplinary models, inclusive of the learning interests of the student, and communicative in its outcomes. This project applies and extends the aesthetic and educational platforms advocated by Ralph A. Smith through his published works. Equity is grounded in knowledge and human interests where the inculcation of the student into art history and theory is construed as a legitimate and fitting outcome of educational experience. The autonomy of art and the intrinsic value of art history are respected by looking to the structure and particularity of art historical knowing rather than pursuing the pedagogical tactic of shackling the value of art history to notions of visual culture, visual literacy, or other instrumental interpretations. By providing students with systematic concepts and practical strategies for active participation, the individual knower is capable of moving in an informed, even shrewd way from passive to active artworld player beyond the school years. (Contains 16 notes.)