The article is divided into three parts. Through examples from twentieth century Scandinavian visual arts education the first part ?Epistemological inquiries? discusses how the historical and social construction of dominant modern strategies of vision has occurred. The second part ?Experimentalist redescriptions? employs poststructuralist and feminist thinking about visual culture in an attempt to explore alternative understandings of visual education. In the final part ?Educations of vision in late modernity? socialization and self creation are proposed as two different, but supplementary, educational functions which contemporary visual education inspired by epistemological and experimentalist approaches should aim to fulfill.