Das Programm ästhetischer Erziehung bei Schiller und beim frühen Nietzsche

Vierteljahrsschrift Für Wissenschaftliche Pädagogik 68 (3):260-284 (1992)
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Abstract

Friedrich Nietzsche, in his early work, both appropriated and transformed Friedrich Schiller’s idea of aesthetic education. Art must cease to be a mere object of private pleasure and turn into a medium of public communication – this is the vision both philosophers share. As Nietzsche assigns the rôle held by language in Schiller to music, he shifts the project’s meaning. Yet both authors have to address the paradox that art, cut off from political and economic structures they disapprove of, is meant to change these very structures. While Schiller’s response to the paradox terminates in nearly confessed resignation, Nietzsche’s solution is threatened by simplistic euphoria.

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Andreas Dorschel
Goethe University Frankfurt

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