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The aim of this article is to analyse how the word aesthetic(s) is used in the contemporary curriculum (Lpo 94) and syllabuses for compulsory school education in Sweden. This will be done from a Wittgensteinian point of view, with an emphasis on the diversity in the usage of the word. Lpo 94’s use of the concept of aesthetics indicates that it is seen as something complementary and different to intellectual knowledge and bodily knowledge. It seems as if it has some kind of existentialist meaning. Apart from this, the curriculum says nothing about what this complementary thing called aesthetics is. This might explain why the syllabuses for 13 out of 23 subjects mention the word aesthetics in quite different ways: as a tool for value and judgement, as a skill, as experience, as a way of expressing oneself, as a certain kind of knowledge, as a secondary tool for learning other skills/subjects and as a way to describe a subject. The article ends with reflections on what purpose the curriculum has when words are used in such a diverse manner.

One word to rule them? The word aesthetics in curricula for the Swedish compulsory school of today