Does art education have its own specific way of asking questions? Considering this is a field whose most prominent characteristic is to traverse diverse areas of knowledge and constantly differentiate itself, it seems to me that giving a general answer to this question is barely possible. But perhaps it’s not even necessary in this context. In response to the request for a contribution on explorative questions in art education, I would like to address the idea of questioning as praxis: What do we do when we ask questions, and what function could questioning have in art education contexts? And even, perhaps: What do questions do themselves?