Although it has always provided the means of continuity and change to the art world, art education has not been given the appropriate attention and research. As Smith(1995) describes art education as an ‘orphan’ whose parents -the art world and the educational field- would not acknowledge its existence, art has been taught without systematic research and pedagogical understanding. Thus this study attempts to initiate an interdisciplinary discourse by blurring the boundaries between aesthetics and sociology and bridging theory into practice. The theoretical background of this study deals with how our perception of art has shifted from its essential formal values to social relationships and communication. In addition, the extended view of social science has embraced culture as the construction of interactions and meanings, which could be the subject of sociological investigation. The historical point of view also helps us see art education not as given but socially constructed. This importance of the historical understanding of this issue is briefly mentioned. This study uses qualitative methods to explore the meanings of art and education explained by art students at the higher education level. The detailed descriptions of what art means to them and why art can or cannot be taught are provided in order to uncover the shared uncertainty to the place of art in this society. The purpose of this study is to add a dimension to the discourse on art and education as well as our effort to make meaningful improvements.