Titlebook: Coleridge, Schiller and Aesthetic Education; Michael John Kooy Book 2002 Palgrave Macmillan, a division of Macmillan Publishers Limited 20

children

書目名稱Coleridge, Schiller and Aesthetic Education影響因子(影響力)




書目名稱Coleridge, Schiller and Aesthetic Education影響因子(影響力)學(xué)科排名




書目名稱Coleridge, Schiller and Aesthetic Education網(wǎng)絡(luò)公開度




書目名稱Coleridge, Schiller and Aesthetic Education網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Coleridge, Schiller and Aesthetic Education被引頻次




書目名稱Coleridge, Schiller and Aesthetic Education被引頻次學(xué)科排名




書目名稱Coleridge, Schiller and Aesthetic Education年度引用




書目名稱Coleridge, Schiller and Aesthetic Education年度引用學(xué)科排名




書目名稱Coleridge, Schiller and Aesthetic Education讀者反饋




書目名稱Coleridge, Schiller and Aesthetic Education讀者反饋學(xué)科排名

雜役

他很靈活

Coleridge and Weimar Classicism,1798, he seriously considered setting off straight away for Weimar – where he knew he would find Wieland, Herder, Goethe and the visiting Schiller – but was put off by complaints from other English travellers about the high cost of getting there (., I, 340). In the end he settled on the town of Ratz

Assault

英寸

剝削

剝削

Aesthetic Education in , and the Lectures on Literature,tion. The next is to postulate an anthropology asserting that to be human in the fullest sense is to be ‘a(chǎn)t play’. Here the moral, and in due course the political, purpose of freedom is made explicit. How Coleridge’s claim, that art leads indirectly to moral benefit, draws on Schiller’s argument for

DEAF

,Coleridge’s ‘ Aesthetic State’,nt personal freedoms preserved in the constitution. But that is not to say that ‘despotism’ was any sort of solution. Coleridge’s point is that the liberal market economy deals only in monetary value and so cannot take into its calculations the worth of aesthetic artefacts – with predictably disastr

Calibrate

保守

Epilogue: , and History,case for a historical connection between Coleridge and Schiller. Through his first-hand knowledge of contemporary German philosophy and literature and, more specifically, his reading of many Schiller texts and the translating of ., Coleridge knew of Schiller’s argument for ‘a(chǎn)esthetic education’ and