쉴러의 『心性敎育論』 에 나타난 敎育의 理想으로서의 自由

다국어 초록 (Multilingual Abstract)

Schiller defined the ideal type of education as balance between natural necessity and moral necessity. The balance means that the duty obeyed with effort become to inclination . It is the state that his mind become to moral criteria it self. So his thoughts, expressions, and behaviors are always good without any efforts. Schiller calls this state as freedom .
Schiller suggested aesthetic epistemology to explain the processes of attaining the freedom. Aesthetic epistemology have three stages, passive determination, aesthetic determination, active determination. Passive determination means the state of possessing the objects through sensation, but can not recognize it at all. Active determination means the state of recognizing the objects with the operations of limitation or exclusion. And aesthetic determination is the middle stage between the passive determination and active determination. In this stage, he/she recognize the objects with out the operations, that is to say recognize it a s it were with all aspects. So his/her mind is equal to moral criteria in status, and he/she enjoys the absolute freedom.
But it is analytical point of view that the aesthetic epistemology have three stages. Actually, the three stages can not be separated. So the middle stage can not exist in aesthetic epistemology. Although this matters, the reason why Schiller suggests the middle stage is to be made known that the aesthetic state is both condition and result of acquiring the freedom. Conclusively, Schiller s proposal is that the freedom as result is acquired in condition of freedom.