With the gradual prevalence of instrumental rationalism in the study of aesthetic education, the phenomenon that teach? ers’ ideas are solidified and students’ ideas of aesthetic education are narrow becomes more and more obvious. The root cause is that aesthetic education assumes the predetermined existence of knowledge related to beauty while neglecting the “origin” of these knowl? edge. From the perspective of generative phenomenology, aesthetic education is not to teach students to simply “possess” knowledge, but to awaken and activate students’ experience and understanding of “origin”. Therefore, we should reflect on the “origin” of beauty and understand it as the life needs of “how we get along with the world”. By integrating the experience of “how we get along with the world” into the aesthetic education path of experiencing artistic life, understanding the essence of art, and experiencing artistic prac? tice, we can truly help students develop the awareness and ability of “how we get along with the world”.