近年来，社会整体上处于高度快速发展时期，社会分工和科技的迅猛发展，使人们的价值观念发生扭曲，人变得冷漠、压抑、焦虑并且以外在的物质利益来衡量一切，人性不再完整。那么究竟该如何恢复人性的完整呢？18世纪德国美学家席勒给我们指出了一个具体的方向：通过审美教育来弥合人性的分裂，实现人性的完整。席勒是人类历史上提出“美育”概念的第一人，在审美教育方面做出了巨大的贡献。本文试对席勒的审美教育思想进行一些粗浅的思考和探讨，主要从席勒的时代背景及思想基础入手，分析人生在世的人性分裂现状，进一步探索完整人格的审美还原途径即游戏冲动。最终着眼于现实，探求席勒的审美还原对现实的启示，引导人们更好地处理好个人与自身、个人与他人、个人与社会的关系，促进和谐社会的构建。

In recent years, our society has moved into a period of rapid development. With the social division of labor and the swift development of science and technology, people’s values have been deviated. They are becoming indifferent, depressed and anxious, measuring everything with the criterion of material benefits rather than anything internal, which reflects that humanity is no longer full. Therefore, how should they restore humanity to fullness? Schiller, an Eighteenth-Century German aesthetician, put forward a specific solution, which was to bridge human nature and realize full humanity through aesthetic education. As the first contributor of the concept of aesthetic education, Schiller plays an important role in the development of aesthetic education. This paper examines Schiller’s theory on aesthetic education on the basis of the social background in Schiller’s time and his theoretical basis. It then analyses the division of human nature in the present world and moves to the discussion of the aesthetic restoration approach of full humanity, namely Game Impulse. In the end, the paper examines the implication Schiller’s theory of aesthetic restoration for reality, expecting to guide people on how to manage the relationships between the individual and himself, the individual and others, and the individual and the society.