Friedrich Schiller And The Form Of The Early Aesthetic Education In China

This paper makes a study of the early acceptation of the FriedrichSchiller’s Aesthetic Education in China. As the beginner of the AestheticEducation, Schiller’s conceptions of aesthetic education are mainlydistributed in his books like "aesthetic education letters" and so on. Hiswork can be summarized as “toward freedom through the aesthetic”,game theory, and integrality of the human nature, etc. According to theKant’s theory of the abstract human nature, he founded a fantasticaesthetic free kingdom. But there is a little empty of the theory as it hasthe characteristic of personified and utopia.Around the20th century, Schiller’s theory of aesthetic educationcame into China with the course of the Chinese people open their thoughtand accepted the ideas of European and American. Schiller’s name andhis works about the aesthetic education have been introduced into Chinaby some translators and theorists efforts. In the specific process ofacceptation, the theory was affected by Liang Qichao’s utilitarianism,Wang Guowei’s theory of ‘Aesthetic saves the Humanity’ and Cai Yuanpei’s practice education theory. These people putted forward manytheories which were rich in Chinese characteristics, such as "interest isthe driving force of the life","full character","hobby" and "the aestheticeducation instead of the religion". Then the theory of aesthetic educationwas joined in some Chinese characteristics like feelings and interests.And during the misconceiver and accepted, the Chinese aesthetic wasformed the basic characteristics of aesthetic and the utility, out of the realand deep in the real. This established the development pattern of Chineseeducation, which was support each other and influence each other intheory, policy and practice three levels.Chinese aesthetic education to change the status quo, get long-termdevelopment, must again Schiller aesthetic education understand andaccept, open the aesthetic education development of the new situation.