쉴러의 ‘미적 교육’과 쇼펜하우어의 ‘해탈’ 및 아도르노의 ‘부정의 변증법’에 나타난 음악의 교육적 가치

Abstract

A viewpoint of music education has a direct influence upon teaching music. The educational value of music which depends on philosophical thinking comes out of writings of many philosophers. The purpose of this study is to highlight main aspects of philosophical foundation for teaching music on the basis of thought three representative thinkers have showed, i.e. F. Schiller, A. Schopenhauer, and Th. W. Adorno. This paper thus attempts to outline educational value of music which appears in Schiller's 'aesthetic education,' Schopenhauer's 'salvation,’ and Adorno's 'negative dialectics.’ In exploring the question why music is important for a human being, this paper demonstrates three viewpoints of music and music education according to each system of thought. Schiller's aesthetic education refers to transcendental cognition while Schopenhauer's salvation relates to having experience of an idea. Adorno's negative dialectics introduce an obligation to refuse something already established. So, music education should not reflect the trends in society, but improve the character of a human being in order to expose the true.