If we put the goal of the formative art education ? at the crossing-point of art and education as the formation of desirable human-being through the art education, the problems of formative art education are like below. First of all, it could be the lack of concept of <Aesthetic image of human being> as an ideal human being for which education is headed, and second could be the reality of our educational field in which the realization of ideal human being is Impossible. This paper which is based on these problems tries to solve these problems in contemporary formative art education to inquire the problems of F. Schiller’s<Aesthetic image of human being> through his thesis- 『On the Aesthetic Education of I Aan In a Series of Letters』-in which he did profound philosophical studies about human-being. We can summarize the problems of formative art education of F. Schiller <Aesthetic image of human being> as below. 1) F. Schiller said. “Art is an imaginary area which is severely separated from the reality” He expected the social role in the imaginary character of art. For the imaginary area of art which is different from the reality is necessary to effect of the realty which is forced to separate from unreality-imaginary area of art. Therefore the realization of <Aesthetic image of human being> through the wholistic restoration of human beingness is only possible in the aesthetic imaginary world in art. 2) In contemporary formative art education, the concept of F.Stiller’s < Aesthetic image of human being> has an important meaning. When his <Aesthetic human being>has the harmony of the emotion and the goal of the personal character without contradiction, the <ideal human-being> as the goal of the formative art education is possible and further he could acquire the basis of capability and activity which brings the harmony of the whole society. Therefore that image include the society. 3) F. Schiller’s <an Aesthetic image of human being> has an enough ev