In educational research there is a plethora of propositions on different ways to address the problem of too narrow and merely/mainly extrinsic and future-oriented aims of education such as the one of producing citizens who can contribute to national competitiveness in a global capitalist market system. Several approaches counterbalance such narrow aims by offering more holistic aims such as cosmopolitan, democratic citizenship, flourishing and liberation. However, in addition to broadening the range of possible aims of education, there is also a need to address the underlying ethical and relational problem of how aims in themselves, even though holistic, still always run the risk of becoming stagnant and reified. In this paper, I argue together with Gert Biesta and Sharon Todd that the unavoidable fact of educational aims involving the risk of becoming stagnant can have detrimental effects on relationships in classrooms. However, I re-frame the problem from an ethical viewpoint. I propose dignity-awareness as a practice of ethical relational attunement to educational aims where these are left open for renewal and dynamic co-existence, not merely through a process of strenuous self-reflection and pedagogic dialogue, but through artfulness and playfulness. I suggest dance as a metaphor for an ethical awareness/interaction in which the relative importance of educational aims is acknowledged and appreciated.