Moral Value Education Of Schiller’s Aesthetic Education Thoughts

Moral education has been closely associated with aesthetic education through mostof its existence. As a senior emotion, aesthetic ability itself contains the essential ethicalfactors and goodness. As far as we know, in the history of the goodness and the moralvalue of aesthetic education, the most vivid theory may still belongs to the well-knownGerman philosopher, poet and playwright, Friedrich·Schiller. Based on this, we can saythat it is necessary to reinterpreting the ethical connotation of the aesthetic education, toexplore the rationality of the aesthetic education for the contemporary Chinese moraleducation. The aim of the thesis is to offer inspiration for the development of the theoryand practice for moral education in China.Schiller transformed his theory to the aesthetic education after he revealed thesocial realities from various aspects, such as politics, economy and culture, especiallythe mental outlook of public. He endowed the aesthetics with important functions ofSpiritual redemption. The spirit of diligent thinking and daring practice is a greatencouragement for us to explore the moral value of Schiller’s aesthetic education eventhough it has passed more than200years.Firstly, it refers to a general situation of Schiller’s aesthetic education.Summarizing the traditional western philosophy, and then exploring the uniqueeducational philosophy in the western: from the purification of soul to the liberation ofhuman nature.Secondly, it is an in-depth study on the moral education value of Schiller’saesthetic education thoughts. This is the important point of the dissertation. Schiller’saesthetic education is an attempt at illustrating the relationship between the ethical valueand aesthetic connotation. Based on the theory of “sinnlichertrieb”,“formtrieb” and“spieltrieb”, he creatively integrated the aesthetic experience into moral categories, andreturn to the hunman nature and freedom. The main steps are: first step: Combing thewestern ethics history about the split of human nature in different historical periods.Second step: Disscussing the ideal and factual possibility of the “spieltrieb”. Third step:Making a conclusion that aesthetic education can achieve the moral utility.Finally, the author put the idea of aesthetic education into the current situation ofmoral education. We can make a conclusion by two ways: theoretic explanation and practical activity.What’s more, the dissertation tired to provide some reasonable suggestions for themoral education in the university.