While art education is suffering from a lack of respect and legitimacy, it is important today to reverse our point of view and consider that the human legitimacy of artistic education should be the starting point of any educational policy in this area. The author proposes to decipher educational policies, to problematize the issues of artistic and cultural education and to assess learning in the long term and in a plural way, notably by addressing its impact on its various stakeholders. He concludes his article with a plea in favor of aesthetic experience.