This essay discusses aesthetic education as a special vehicle for value education, in particular the cultivation of imaginative perception. It argues that if imagination is disciplined by thought, and love is justified by knowledge, that enlightened cherishing can then develop. The aesthetic image is discussed from the dimensions of aesthetic experience--the sensory dimension, the formal properties, expressiveness of the aesthetic image--from aesthetic poverty and charity, and aesthetic appreciation and enjoyment. Education for enlightened cherishing is described as to approaches to aesthetic education--the performance approach and aesthetic education as appreciation. Aesthetic education as perception is then discussed as to perception of sensory qualities, of formal properties, and of expressiveness. The feasible design for teacher preparation in the perceptual approach is given. The problem of standards in aesthetic education is described as to aesthetic and nonaesthetic value norms. The reasons for cultivating enlightened cherishing are given under the heading of serious and popular art. A subject index is provided. (DB)