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This essay presents the idea of “a primordial sense of art” as a means to highlight artistic qualities that seem to be neglected or overseen in mainstream education. It will begin by analyzing the tension between contextual and essential justifications, the former stressing how artistic skills may transfer into other school areas, the latter focusing on the richness of the very experience of art. Musical terms’ interpretation will be offered as an example. Then, the argument will move on by presenting convergences and divergences between making art and science as ways of problematizing what is it that art may actually contribute to education. Picasso’s Guernica and Newton’s Law of Gravitation will be used as examples. The essay will conclude by suggesting the possibility of “a primordial sense of art”, a humane approach to ourselves and to human existence that preexists sciences and aesthetics, and that may assist in surpassing the heuristic and epistemic categories that frame the current debate on the arts in education.