Aesthetic education is … integral to any educational enterprise.

from these I sound notes of my own, variations on Greene’s conception of aesthetic education. As indicated in the epigraph, that conception extends to education generally. Understanding art (whether as performance or object) as event and as simultaneously continuous and disjunctive with everyday experience, Greene envisions aesthetic education as engendering subjective and social reconstruction.1 The “starting point, ” Greene (2001, 8) asserts, is experiencing the arts from the “inside, ” that is, “how they mean. ” As these lectures make clear, the injunction to experience the arts from the inside – not necessarily as an artist, but nonetheless as a participant within the experience of the art-as-event2 – is not only a starting point. This point reasserts itself again and again throughout Greene’s lectures at the Lincoln Center Institute. The Ciardian3 phrase at the end of Greene’s sentence quoted above reminds us that art cannot be reduced to its content (such as themes), nor to the intentions of the artist or to its social circumstances (the so-called genetic fallacy). Nor can art be conflated with its political significance or psychological meaning (reception theory). After Jackson Pollack, one must “work from within ” the experience of the art-as-event, emphasizing the