쉴러의 미적 교육 이론에 기반한 영어교육에서의 심미적 감성 역량 함양 방안: 랭스턴 휴즈의 「엄마가 아들에게」를 중심으로

Cultivating Aesthetic Sensitivity in English Education Based on Schiller’s Theory of Aesthetic Education: Focusing on Langston Hughes’s “Mother to Son”

This study provides both a philosophical foundation and practical methodology for cultivating aesthetic sensitivity through literature teaching by applying Friedrich Schiller’s theory of aesthetic education for teaching Langston Hughes’s poem “Mother to Son. ” Based on Schiller’s triadic structure of the sensuous drive (Sinnestrieb), formal drive (Formtrieb), and play drive (Spieltrieb) from his Letters on the Aesthetic Education of Man, this study analyzes Hughes’s “Mother to Son” as an exemplary text for aesthetic education, examining how its sensory imagery, use of vernacular rhythm, and symbolic structure activate learners’ aesthetic sensibilities. The poem’s tactile metaphors stimulate sensuous drive, its narrative structure engages formal drive, and creative activities such as rewriting and personal response writing realize the play drive where sensation and reason achieve harmonious integration. Through this triadic pedagogical approach, this research contributes to English education by establishing that aesthetic sensitivity is not merely appreciation of beauty, but an integrative competency combining emotional, intellectual, and creative dimensions. The study suggests that literature education, when designed to harmonize sensory experience with rational analysis through creative engagement, serves as a vital pathway to achieving the humanistic goals of contemporary English education.