Friedrich Schiller’s Theory of Play and Its Implication on Aesthetics of Education

• Main Authors: Cheng, Chung-En, 鄭仲恩
• Other Authors: Lin, Ferng-Chyi
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/30260898769571427729

碩士 === 國立臺灣師範大學 === 教育學系 === 104 === The main idea of the research is to talk about Friedrich Schiller’s Theory of Play and its implication on Aesthetics of Education. The hermeneutics and analytic philosophy method were adopted to analyze the background of Schiller and his age, and to understand his theory. Schiller is a neo-humanist, who emphasizes on the harmony of reason and sense in human nature, so that his Theory of Play means to restore the complete Man through the cultivation of art and beauty. Play is the interaction between Man and beauty, and Man can get freedom when he is playing. In order to use Schiller’ s implication on Aesthetics of Education as the reference for the development of education in Taiwan, there are four key points as following: 1. The essence of education is to make people educated, and education should be a living form. Education leads us to get into the state of play, and pursue the ideal goal, freedom. 2. Teachers get into the state of play so that they can create four modes of artistic teaching. 3. The composing of students’ aesthetic experience lies in cultivating students’ sensuous ability and providing materials with aesthetic characteristics to students. 4. Students’ sensuous ability can be developed by engaging students in beautiful educational environment, and if the educational environment is emphasized by a leader who has the sense of aesthetics, good effects on developing students’ sensuous ability will be maximized.