The essential notions in Art Education's purposes are the 'aesthetic attitude', the 'aesthetic experience', the 'aesthetic judgement', etc. Art Education should to aid in developing the 'aesthetic attitude' and the 'aesthetic judgement' in the 'aesthetic experience'. The aesthetic perception is explicated in terms of the 'aesthetic attitude', which determines our way to perceive the art-work. The notion 'disinterestedness' of Kant is the big leitmotif which pass through the Aesthetic obstinately. In the works of J. Stolnitz, the 'aesthetic attitude' is defined as the disinterested attention and the contemplation which we give to any object for itself, excluding the cognitive, practical and moral interests. But, the concept of the disinterested attention is opposed by many philosophers, especially G. Dickie, Dewey, H. R. Jauss and J.-M. Schaeffer whose arguments I borrowed. For them, the theories which isolate the art and its appreciation by situating them in autonomous kingdom, and disconnect them from the other modes of experience, are not inherent at the subject, but are proceeded from the specific extrinsic conditions. Their arguments extend the aesthetic experience to the total of human sphere. This extension brings the big richness to Art Education. It is an excellent idea to clarify that the art engages in many human functions, beginning with the sensibles functions and not forgetting the intellectuals functions. Therefore, the art will be the occasion of total human education, that is, experience of integrating the different dimensions of human being.