Education of feeling has been the most .neglected area in todays Korean school, although we are worrying so much about the value situation we are facing with. We do make an effort for the betterment of value education, but the approach to it have been mainly taken through knowledge about the subject-matter, i.e. through cognitive-formation. It is not, to be sure, to negate the cognitive importance of value formation, but to recognize the decisive role of emotional element in value formation and reasoning, by which the approach to value education .be more effective and working. The goal of this paper is three-fold; the first is to explicate how feeling plays an important part in making value or moral judgement. The second is to investigate what the nature of feeling is, and how feeling are affected and formed. Third is to discuss the education of feeling with reference to its status in the whole scheme of educational enterprise, and to art education as its main resources. For these, nature of art and aesthetic appreciation were analyzed in order to show how art can be the storage of emotion and enlightened feeling, and how the aesthetic appreciation can provide the refined emotion by sharpening the aesthetic -perception. In order to explicate the decisive role of feeling in the process of value reasoning, several theories including hedonism, utilitar-ianism, metaphysical theories of Plato and Aristotle, naturalistic theories of R. Perry and J. Dewey, and non-cognitive theories of analytic philosophies were discussed and analyzed. The status of feeling in these value thinkings, whatever the ethical position one may take. give a support to the contention that education of value thinking without education of feeling would not guarantee the realization of value education. The fact, in. turn, renders a support to the necessity of our attention on the education of feeling. It is the next contention of this paper that the education of feeling can best be provided by art education, for all the art is devoted to inventing or portraying an infinite assortment of feeling that have spun off from the basic raw emotions. However, for the aesthetic education to be used as feeling enlightenment, aesthetic appreciation as a perception of feeling images should be used as a major approach, instead of the performance approach, and appreciation can best be realized not by concentrating on knowing about art, but on perceiving the images of art, for it is the way that art can provide .the emotional basis of value education.