The article uses methods of philosophical enquiry and historical research to clarify questions surrounding the epistemological basis for music education. It critically examines the idea of ‘music as aesthetic education’ in the context of evolving policy and practice within the English National Curriculum. It argues for broadening the concept of aesthetic education as a necessary antidote to an impersonal curriculum where an undifferentiated notion of knowledge distorts the character of goals, pedagogy and the valuing of musical endeavour.