Encyclopedia of Educational Philosophy and Theory

Living Edition
| Editors: Michael A. Peters

Aesthetic Education: Anglo-American and German Perspectives

  • Alexandra Kertz-WelzelEmail author
Living reference work entry
DOI: https://doi.org/10.1007/978-981-287-532-7_678-1

Introduction

When the French revolution turned from a movement intended to free people into a regime of terror, the German writer Friedrich Schiller (1759–1805) was wondering how this was possible. He considered one important reason to be the fact that people were not prepared to have power and to use it in the best interest of all. They were rather driven by emotions and prejudices which overpowered balanced reasoning. For Schiller, there was only one solution to this problem: to find a way for balancing people’s inner drives and to “humanize” them. The arts offer this opportunity in terms of aesthetic education. In his Letters on the Aesthetic Education of Man (Briefe ueber die aesthetische Erziehung des Menschen), written between 1793 and 1795, Schiller presents his famous concept of aesthetic education as a way of humanizing people through the arts. Until today, this concept has been an important point of reference for various approaches of education through the arts.

This article...

This is a preview of subscription content, log in to check access.

References

  1. Elliott, D. (1995). Music matters: a new philosophy of music education. New York: Oxford University Press.Google Scholar
  2. Greene, M. (2001). Variations on a blue guitar: Lincoln Center Institute lectures on aesthetic education. New York: Teachers College Press.Google Scholar
  3. Kaiser, H. J. (1993). Zur Entstehung und Erscheinungsform aesthetischer Erfahrung. In H. J. Kaiser, E. Nolte, & M. Roske (Eds.), Vom paedagogischen Umgang mit Musik (pp. 161–176). Mainz: Schott.Google Scholar
  4. Kertz-Welzel, A. (2005). In search of the sense and the sense: Aesthetic education in Germany and the United States. Journal of Aesthetic Education, 39(3), 102–112.CrossRefGoogle Scholar
  5. Langer, S. (1957). Philosophy in a new key. New York: New American Library.Google Scholar
  6. Leonhard, C. (1953). Music education – Aesthetic education. Education, 74, 23–26.Google Scholar
  7. Mark, M. (1988). Aesthetics and utility reconciled: The importance to society of education in music. In J. T. Gates (Ed.), Music education in the United States: Contemporary issues (pp. 111–129). Tuscaloosa: University of Alabama Press.Google Scholar
  8. McCarthy, M., & Goble, S. (2002). Music education philosophy: Changing times. Music Educators Journal, 89(1), 19–26.CrossRefGoogle Scholar
  9. Reimer, B. (1970). A philosophy of music education. Englewood-Cliffs: Prentice-Hall.Google Scholar
  10. Rolle, C. (1999). Musikalisch-aesthetische Bildung. Kassel: Bosse.Google Scholar
  11. Schiller, F. (1967). On the aesthetic education of man. Edited and translated by E. Wilkonson & L.A. Willoughby. Oxford: Clarendon Press.Google Scholar
  12. Seel, M. (1996). Eine Aesthetik der Natur. Frankfurt: Suhrkamp.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Institute of Music EducationLudwig-Maximilians-UniversitaetMunichGermany

Section editors and affiliations

  • Leonard Tan

There are no affiliations available