쉴러의 미학과 인간성의 미적인 교육
Friedrich Schiller On Aesthetic Education of Humanity
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In this article, I shall try to analyze and consider Schiller's aesthetic education of humanity and to draw some implications from his Ideas for Korean reality of education. Friedrich Schiller is a true eclectic: on one side of his mind a Kantian, while on the other both classicist by training and intellectual sympathy, and a romanticists by literary affiliation. In a letter to Goethe, with reference to his position in Aesthetics and philosophy, Schiller had written: The poetic mind generally got the better of me when I ought to have philosophized, and my philosophical spirit when I wanted to be a poet. In the eighteenth century the romantics put forwarded an alternative view of human nature. On the one hand, Rousseau took the view that power in the hands of the few will lead them to reinforce their position which itself results in tyranny; on the other, Schiller wrote of his Utopia as an aesthetic state, In 27th Letter, He argued, "In dem ästhetischen Staate ist alles - auch das bienende Werkzeug - ein feier Bürger, der mit dem edelsten gleich Rechte hat."Summing up:1. Schiller‘s Aesthetics and philosophy: 1) His Works and Philosophical Influences on Him; 2) The Historical Background of the Letters. 2. The Aesthetic Education of Humanity: 1) The Historical Background of His Letters; 2) The Concept of Education as Bildung. 3. Humanity and Aesthetic Education: 1) Education of Human Perfection; 2) Aesthetic Education of Humanity. 4. The implications of Schiller's Aesthetic Education for Korean Education: 1) Education as the Highest Good; 2) Schiller's Criticism against the Fatuous Intellectualism.
Abstract
In this article, I shall try to analyze and consider Schiller's aesthetic education of humanity and to draw some implications from his Ideas for Korean reality of education. Friedrich Schiller is a true eclectic: on one side of his mind a Kantian, while on the other both classicist by training and intellectual sympathy, and a romanticists by literary affiliation. In a letter to Goethe, with reference to his position in Aesthetics and philosophy, Schiller had written: The poetic mind generally got the better of me when I ought to have philosophized, and my philosophical spirit when I wanted to be a poet. In the eighteenth century the romantics put forwarded an alternative view of human nature. On the one hand, Rousseau took the view that power in the hands of the few will lead them to reinforce their position which itself results in tyranny; on the other, Schiller wrote of his Utopia as an aesthetic state, In 27th Letter, He argued, "In dem ästhetischen Staate ist alles - auch das bienende Werkzeug - ein feier Bürger, der mit dem edelsten gleich Rechte hat."Summing up:1. Schiller‘s Aesthetics and philosophy: 1) His Works and Philosophical Influences on Him; 2) The Historical Background of the Letters. 2. The Aesthetic Education of Humanity: 1) The Historical Background of His Letters; 2) The Concept of Education as Bildung. 3. Humanity and Aesthetic Education: 1) Education of Human Perfection; 2) Aesthetic Education of Humanity. 4. The implications of Schiller's Aesthetic Education for Korean Education: 1) Education as the Highest Good; 2) Schiller's Criticism against the Fatuous Intellectualism.
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