F.쉴러의 미적 교육사상에서 미의 기능에 대한 연구 = A study on the Funtion of Beauty in the Schiller's On the Aesthetic Education of Man

다국어 초록 (Multilingual Abstract)

The 18th century when Schiller lived was a time when classical culture was prosperous, but it was a time of disorder and chaos as they were seen at beauty and the French Revolution. These disoder and chaos was derived from the onesided over-development of human's sensual aspect or reasonal aspect. In these circumstance, Schiller became to prescribe the new definition of beauty. In prescription of beauty, Schiller corresponded it to man's humanity.
Schiller divided beauty into two kinds, enerziging beauty and mealting beauty , because he wished to supplement or remedy the fatal injury of humanity in the modernity with beauty and art.
In shortly speak of Schiller's idea of beauty, it can be said a whole beauty . Synthetic character and cognitive character were involved in the Schiller's prescription of beauty. The essence of these character is Schiller's idea of the form. Form is presented as the overcome of material in detail and it means not mere actual aestheticization but mental's aestheticization accompanied with inner-determination. The development of the form as mere skills makes the regular rules in the art work. The over-development of these rules are inclined to flow the non-sense or aestheticism of art. Form for Schiller means independence from both objective and subjective aspect.
Schiller wished to develope and avert the human beings with beauty and art. In these transformative force of beauty and art, Schiller afforded more duty to artist. Artist already have to give the attention to the recipient from the begining of making the art work. So it is a good artist that makes the middle state, the aesthetic-state which can drive to not his inclination but the right judgement. Schiller delivered a role to recipient. Recipient is effected by the art work but he decisively follows his own determination.
These relation between art and recipient can be connected with the theory of the recept aesthetics in Modern. And Schiller's beauty idea rooted in synthetic character and cognitive character can be adjusted to a new theory in the vaule and evaluation of art work.
Schiller used beauty and art as means in order to remedy and develope the humanity. Because beauty and art is more familiar and more attractive than any other realm for human beings. On the other hands, Schiller emphasized the idea of form in order to preserve the value of beauty itself too. His emphasis on the form became the fundamental of the synthetic character and cognitive character of beauty and art. These synthesisness and cognitiveness of art is connected with the sociality of art rooted in the individuality of art.
Beauty and Art have means as to expanded and rich man's sphere.
Schiller's idea of beauty and art is derived from Schiller's wish for man to live with beauty and art. These Schiller's thought is deemed to the clue theory which can help man to live with beauty and art and art to be familiar with man in the modern art which of the meaning is vague and which of the definition is redemanded.

목차 (Table of Contents)

• 목차 = 4
• Ⅰ. 서론 = 5
• Ⅱ. 미적 교육의 이해 = 8
• 1. 미적 교육의 형성 배경 = 8
• 1). 근대에 대한 비판 = 8
• 2). 철학에 대한 비판 = 10
• 2. 미적 교육과 예술 교육 = 13
• Ⅲ. 미적 교육에서 미의 의미 = 17
• 1. 미의 생리학적 고찰 = 17
• 2. 인간성의 구조로서의 미 = = 21
• 3. 통합적 성격으로서의 미 = 23
• Ⅳ. 미의 기능 = 26
• 1. 미의 인식적 기능 = 26
• 2. 교양으로서의 미 = 34
• 3. 도덕성 함양의 기능 = 39
• Ⅴ. 쉴러 미 이론의 현대적 수용 가능성 = 43
• 1. 예술 작품의 수용 미학적 측면 = 43
• 2. 예술 작품의 평가적 측면 = 49
• 3. 예술의 사회적 측면 = 52
• Ⅵ. 미적 교육사상의 의의 및 결론 = 57
• 참고문헌 = 59
• 영문초록 = 65