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

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描述

,Schiller’s Poetry in Coleridge’s Notebooks,ral occasions while in Malta, most likely from memory. This was work he carried on in the notebooks, but some at least of his translations and adaptations he later published, usually (though not always) acknowledging the source.

Coronary-Spasm

Epilogue: , and History,s of the individual, . is seen as an emancipatory impulse that permits moral self-determination and signals the progressive recovery of psychic balance. In social terms, it is a stabilizing force, the ‘Aesthetic State’ mediating disinterestedly between opposing political interests in order to help shape a cultured and civilized nation.

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Book 2002helped to shape much of his work - from his theory of imagination and his notion of the clerisy to his views on women and his account of historical change. Combining close readings with historical research, this book challenges readers to rethink the radical potential of idealist aesthetics.

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d that it helped to shape much of his work - from his theory of imagination and his notion of the clerisy to his views on women and his account of historical change. Combining close readings with historical research, this book challenges readers to rethink the radical potential of idealist aesthetics.978-0-230-59678-8

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Introduction: Reading Coleridge through Schiller,esthetic programme as set out by Schiller and Coleridge nevertheless possesses a radical function in so far as it justifies a withdrawal from political and social action in the name of a more critical understanding of both the self and modernity.

流逝

Schiller and the Young Coleridge,aesthetic theory, is the subject of this book. These first two chapters concentrate on the former, that is, on the way in which Coleridge’s knowledge of Schiller took shape particularly in the years leading up to and during his trip to Germany.

強壯

The Clerisy and Aesthetic Education,aintained? Schiller, as I pointed out in the previous chapter, had put aesthetic educators in charge, but he did not say who they were or what they would do. Coleridge, for his part, puts the ‘clerisy’ in charge. With a name and a fairly clear mission, the ‘clerisy’ embodies Schiller’s vague notion

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