First, the purpose of aesthetic education is the all-round development of people.

Schiller believes that the purpose of aesthetic education is not only to cultivate people's aesthetic ability and artistic skills, but also to promote people's all-round development. He believes that art is an important part of human spiritual life. People get emotional, ideological and spiritual satisfaction by appreciating and creating works of art, thus achieving self-improvement and all-round development.

Second, aesthetic education should pay attention to the development of personality.

Schiller believes that everyone has his own unique personality and aesthetic taste, and aesthetic education should pay attention to the development of personality and encourage people to explore their artistic talent and creativity. He advocates cultivating people's creative thinking and imagination through art education, so that people can express their individuality and emotions in artistic creation.

Thirdly, aesthetic education should run through the whole educational process.

Schiller believes that aesthetic education should not be just a course or an activity, but should run through the whole educational process. He advocates that art should be integrated into various disciplines, so that students can feel the beauty and value of art in their study, thus cultivating their aesthetic ability and artistic accomplishment.

Fourth, aesthetic education should pay attention to practice and experience.

Schiller believes that aesthetic education is not only the imparting of theoretical knowledge, but also the practice and experience. He advocates cultivating people's artistic feelings and creativity through artistic creation and appreciation, so that people can experience the beauty and value of art personally.

Five, aesthetic education should pay attention to social responsibility and humanistic care.

Schiller believes that aesthetic education is not only personal cultivation and development, but also a kind of social responsibility and humanistic care. He advocates cultivating people's sense of social responsibility and humanistic care through art education, so that people can pay attention to social problems and human destiny in artistic creation and appreciation, thus promoting social progress and human happiness.

Schiller is an important thinker and writer in The Romantic Period. His view of aesthetic education has had a far-reaching impact on the theory and practice of aesthetic education in later generations.