The Journal of Aesthetic Education is a highly respected interdisciplinary journal that focuses on clarifying the issues of aesthetic education understood in its most extensive meaning. The journal thus welcomes articles on philosophical aesthetics and education, to problem areas in education critical to arts and humanities at all institutional levels; to an understanding of the aesthetic import of the new communications media and environmental aesthetics; and to an understanding of the aesthetic character of humanistic disciplines. The journal is a valuable resource not only to educators, but also to philosophers, art critics and art historians.

The University of Illinois Press is one of the leading publishers of humanities and social sciences journals in the country. Founded in 1918, the Press publishes more than 40 journals representing 18 societies, along with more than 100 new books annually. Our publication program covers a wide range of disciplines including psychology, philosophy, Black studies, women's studies, cultural studies, music, immigration, and more. Current issues are available through the Scholarly Publishing Collective. The Press is a founding member of the Association of University Presses.