Art has been connected to a wide panoply of processes that, explicitly or implicitly, directly or indirectly, involve educational qualities. However, the sheer number of interpretations this connection has inspired across philosophy, aesthetics, psychology, and the many subfields of education—including art education—is too vast to be covered in a single book. That is why, in preparing Educational Implications of Artistic Practice: Permeating Practices and Discourses, we chose to privilege the idea that art itself is an educational process. From this starting point, we then derived theoretical and practical implications that allowed us, ultimately, to rethink education more broadly. More concretely, we found the first leitmotif for this volume in the pedagogical turn that took place in art-related fields during the turn of the twenty-first century. Alternatively, and in accordance with Irit Rogoff’s original move, we also focused on the artistic turn that we believe has continued to unfold within the field of education, through which certain strands of educational research, institutions, and practices have veered toward art to define their ends. The chapters in the book offer evidence of the mutual affectation of artistic and educational practices and discourses across the fields of art and education in some of its representative institutions in society.