I fully agree. It also seems important that aesthetics instruction bring out the subtleties of life, without over-emphasizing any particular essence into a dominant characteristic.

Interesting observation. Give us an example how you would want it to be instituted? I remember in high school we had to attend one music and one arts period per week. It has all dissapeared from the modern curricula. How would you advise should it be done?

I have developed an 2nd year undergraduate module in enterprise education that is based on an aesthetic theorising of (general) enterprise, in which entrepreneurship emerges as the art of enterprise. The approach allowed me to approach the subject of values and ethics in enterprise from a new perspective. It also provided a more (naturally) inclusive approach that allowed students to locate their own space in the learning.

This module is based in my earlier PhD work in defining an "art" of management. I use the concept of mimesis (both Aristotle's and Plato's) together with creativity and craft skills embedded in what I call the Conjunctive Theory of Art. In my teaching, I do not dwell on the theory itself, I simply implement it in practice. The initial outcomes were interesting and I have now uploaded a conference paper I delivered in September, in which I outline this work. You may find it interesting.

G.E. Moore's theory of ethics was that beauty and friendship, as well as pleasure, are intrinsic goods or things of value that one’s actions should aim to maximize. One need not agree with the maximization claim, but clearly at least sometimes aesthetic values such as beauty can be objects of moral concern and moral education should be cognizant of that fact.

Aesthetics seems terribly antiquated to me. Take for example its obsession with beauty.