Abstract:

Schiller brought aesthetic education into real life, holding that aesthetic education, connectingtwo conflicting states—sense and reason, was the key to eliminating the conflict. He criticized the alienation of human nature and argued for the rebirth of man through aesthetic play; he pinned hope on aesthetic education to realize man’s freedom by proposing play drive to solve the confrontation between sense drive and form drive; he realized the confinement of man’s activities and wills in a kingdom of power and ethics and the capability of aesthetic kingdom in empowering true freedom, thus embracing the hope that aesthetic education would transform society.

Key words: aesthetic education, Schiller, aesthetic intermediary, man’s freedom