Zur Theorie und Praxis des Erhabenen bei Schiller

The regulative ideals of literary studies in particular continue to resonate with Schiller's sense that the transformative experience of the sublime completes our "aesthetic education" and that art trains critical moral awareness-and with Robertson's insistence on Schiller's anti-didactic approach to aesthetic education. [...]I was left wondering about another lesson Maria Stuart might offer, not about sublime renunciation-some university leaders seem to have learnt all too well to align their wills with the "necessity" of free market competition and privatisation-but about resistance and timing, about avoiding the sublime.