Abstract:

Herbart’s aesthetics has not got due attention and elucidation in the field of aesthetics and pedagogy. This study aims to posit that Herbart constructed a vision of aesthetic anthropology, including multiple theories concerning ethics, pedagogy, and art. In this kind of aesthetic anthropology, aesthetic principles with the core feature of aesthetic judgment run through almost each aspect of the human practice, highlighting “interest in ethics” in particular. Building the basic principles of ethics on aesthetics, Herbart proposed the mechanism of incorporating aesthetics and ethics, and oriented it to the human formation (Bildung). Only along the way of aesthetics could the education act aiming at human formation promote forming moral character. Instruction and discipline are educational because of this. From such a view of aesthetic anthropology to identify Herbart’s pedagogy, the contemporary meaning of his educational thought could be fully demonstrated.

Key words: Herbart, aesthetic judgment, aesthetic anthropology, human formation, education