Schiller's Aesthetic Education Thought In Aesthetic Modernity Field Of Vision

The modernization movement has been leading the West to a new world, which was quite different from traditional society in the daily life, social system, values and thinking mode. People were no longer the servants of the "Lord". They overthrew "Lord" with the reason and armed themselves into the new ruler of the world. However, with modernized further development, the reason gradually turns out the nature of autarchy. Moreover, the reason deprive all rational demand of human nature belong to irrational field with strong power amount of "identity", which caused the cleavage of human nature and the crisis of the civilization.As a poet and philosopher, Schiller incisively observed the "consequence of modernity", and suggested activating the perception of human nature to resist the reason hegemony with aesthetic education. Aesthetic education ultimately aims to achieve two function harmony and balance in human nature. Schiller's aesthetic education thought guided aesthetic modernity first time to enter the stage through promote right of perception forcefully. This text tries to discuss the Schiller's aesthetic education thought from aesthetic modernity prospective and endow it with new theory connotation and contemporary significance, all of these bases on the Basic principle of Schiller's aesthetic education.This text can be divided into five parts. Three important concepts will be explained in the introduction. The chapter I summarizes the research of Schiller's aesthetic education thought in new period of China. This chapter brings forward new questions through the academic history carding and makes clear the indigenous academic setting of aesthetic modernity studying in Schiller's aesthetic education thought. The chapter II intend to explore complicated modernity background of Schiller's aesthetic education thought from these four aspects: industrialization process of society; programming of enlightenment modernity; Kant aesthetics; education modernity. The chapter III deeply and roundly analyses the aesthetic modernity connotation of Schiller's aesthetic education thought from four perspectives: The first one is the return of perception. Schiller advocated recovering the legal right of perception with aesthetic education in response to cleavage of human nature caused by the extreme of enlightenment rationalism. This ultimately enables perception to realize its second return after renaissance in the harmony mechanism of...