教育本質以學生為主體，一方面希能適性發展，另一方面盼學以致用，滿足社會用人需求。本文探究美學與伯恩斯坦理論，均強調課程符合個別特性、個別生活經驗，兩者均聚焦於教育本質，殊途同歸。對勞工階級學生具體化、與生活聯結、弱分類知識更能提升學校課業表現。本文由「美學」與「伯恩斯坦」理論得知文本介入意識轉換，評鑑鑑賞的困難度，均有人為和文化霸權介入。文本和評鑑鑑賞應擁有更大自由空間，師生間共創文本有更大寬容欣賞，師生均為轉化型知識分子。藉「美學」、「工學」、「伯恩斯坦」理論探究擬朝向更大社會公平正義和學校自由空間，從「伯恩斯坦」與「美學」理論，指出理想教育本質符應後現代思潮而非當今全球化思潮。以人類福祉終為最大考量，課程為一混種式，即「工學」與「美學」結合共存，互有消長彼此交織鳴響，其中更見「美學」重要性。

On one hand the nature of education is for the students to develop their potential appropriately. On the other hand students hope to apply their knowledge to meet the needs of society. The research attempted to investigate the aesthetics and Bernstein theories, having emphasized courses must meet individual characteristics and unique life experiences. According to the research both theories are toward the same destination, all emphasize on the nature of education. For working class students, the specific, life-related, and weak classification knowledge are able to enhance academic performances. Through aesthetics and Bernstein theories, the research explained that texts and evaluations should be both intervened by man-made and cultural hegemony. Teachers and students ought to have greater freedom and tolerance to appreciate and create self-meaning texts or evaluations. Teachers and students are willing to become transformed intellectuals. By using the three dimensions, which included technology, aesthetics, and Berstein, try to explore and move toward greater social justice and school freedom. The aesthetics and Bernstein theories emphasize the ideal nature of education is built on postmodernism rather than globalization trend. As the finally consideration, human well-being should put in the first place. It is inferred that educational technology and aesthetics courses interweaving and relating to each other, a kind of hybrid. Educational technology and aesthetics courses mean a sort of combination and co-existence, and aesthetics is especially important to vulnerable agencies in educational fields.