The central intention with this issue of JAE is to contribute to a larger research field within esthetics, esthetic learning and arts education on ‘site-related, kinesthetic pedagogics and didactics.’ This research field is modeled by a range of scientific methodology – e.g., in reference to art, bildung-theory, phenomenology, posthumanism. 

The focus is on cultural, physical and technological geographies, i.e., the surroundings and scenes of all forms of human activity. ‘Physical geography’ indicates a habitat and ecosystem with characteristic features and the typical, distinctive dynamics of growth and decay. A ‘cultural geography’ gives testimony of certain ways to conduct a (human) life under specific local, environmental conditions; thus, in the frame of a civilization and in relation to diverse symbol systems, with distinct options of intervention. A cultural geography can be a socially shared, culturally shaped scenery; or a subjective aesthetic whole. Cultural geographies are subjected to human activity and impact, as well as to the historicity of such formation. ‘Technological geographies’ are the result of reproducible control on different kinds of materials. Science and technology procedures, actions, developments result in, among other things, architecture, machines, engineering systems, (e.g., intelligent) design, (e.g., digital) tools, (e.g., data) traffic, bionics, robotics that make up living environments, and are assumed to complete cultural and physical geographies. 

Physically, culturally and technologically shaped spaces and places are sites for situated human activity. Usually, they are complemented by diverse meaning-making, as well as by more tacit dimensions. Of interest in this issue is that and how the physically, culturally and technologically shaped spaces and places at hand, sites, are giving impulses on how to act and what to learn. 

Learning is, thus, understood as basing on the stimuli that a person gets from his/her body in relation to a site, to objects and to other people. The common overall endeavor is to work out this approach to esthetics in terms of a pedagogical framework, regarding teaching and learning in general, and arts education in particular.