This paper explores the relationship between schools as a force which perpetuates the social order and the aesthetic curriculum which is being introduced within schools. In the first part of the paper, the author explains how aesthetic experiences are unique and different from the day-to-day experiences of our lives. Aesthetic experiences, such as the appreciation of music or a work of art, not only provide pleasure in the acknowledgement of art but also indirectly create in the viewer an enlightened awareness of the natural order of the world which affects his interaction with society. In the second part of the paper, the author reviews theories that schools are an institution which perpetuates the existing social and economic order. By socializing children to accept levels of authority and by dividing curricula into categories such as vocational and college-preparatory, schools continually provide society and the labor force with graduates who unconsciously have accepted the current social and economic system. In the third part of the paper, the author describes one set of aesthetic education curriculum materials and explains how the format of the materials indirectly supports our modern social environment. The materials present musical passages in a segmented manner, not as entire works, and thereby promote student thinking that art (aesthetics) is merely another commodity in our society which can be segmented and packaged. (AV)