Aesthetic education aims to enhance the learner’s ability to comprehend the meanings of various different modes of expression; that is, to understand and interact with figures full of meaning. Everything in the world has the potential to be viewed as a producer of such meanings, as a figure full of meanings or, put otherwise, as an aesthetical experience. The arts, however, are exactly those forms of intentional acts of figure creation that allow such meanings to emerge. As a result, learning of the arts is aesthetic education’s pathway to knowledge.

Aesthetic education and its goals may best be served by comprehensive arts education programs. Such programs, focusing on the unique character of the arts as meaning-givers, permit the cultivation of students’ ability to develop complete aesthetic responses, while, concurrently, revealing the complex (experiential-emotional and cognitive) nature of aesthetic perception overall.

The anthropological approach allows us to study instituted educational acts holistically. In addition, in light of the fact that education takes place within a certain set of cultural trends, customs, lifestyles and worldviews, the anthropological perspective helps us better understand the overarching cultural environment they form.

Lifelong Learning refers to a holistic approach to the entirety of educational and learning activities and aims to combine them into a cohesive unit in a space-time continuum. Current research into lifelong learning encompasses issues such as how people shape and reshape themselves through learning and education, the processes through which perception and belief shift, the connections between the various systems of formal, non-formal and informal education, and the conditions for civil participation in educational activities.

Early Childhood Education studies different approaches and highlights multiple factors that influence, promote and enhance the teaching and learning of young children and at the same time generates opportunities for discussion and reflection with future and in-service preschool and early years teachers. In terms of research, Early Childhood Education covers a wide range of concepts and procedures seeking to empower and support those involved in the educational process: developing or reforming quality curricula, exploring children's and teachers' ideas, implementing participatory pedagogical practices in education and professional development, action-research, play and playful learning, differentiated pedagogy, authentic assessment, teacher partnerships with each other, with children, with families and other stakeholders. Alongside, issues concerning preschool teachers’ education are studied with the objective of fostering creative learning environments.

Each culture and society develops its own physical practices which accompany the daily life and rituals of their members, comprise their history, dictate their understanding of the world and of “being” itself, define their identity and actively contribute to their education. Such physical practices may be observed in folk festivals, traditional celebrations and festivals. Other physical practices are dances, events, games, various forms of sports and exercise, body decoration, carnivals, outdoor activities just to name a few.