Abstract
This paper focuses on Schiller's project an «aesthetic education of mankind», in order to investigate how far the ethical and pedagogical function of the aesthetic sphere is derived from a constitutive feature of it. To this end, we analyze Schiller's interpretation of the Kantian idea of a free play. Subsequently, we show that the interpretation of this free movement in terms of a harmonious relationship between the powers of the spirit responded to a practical-philosophical requirement. Namely, this interpretation took as a reference point that state of harmony between the subjective forces made possible the successful use of them beyond the aesthetic dimension itself, i.e. in the area of established social practices.
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