Schiller’s “free-play” turns the Kantian idea of aesthetic purposelessness sideways with the -purposeful- help of pedagogy (the poet’s education becomes pedagogical aesthetics). This “free-play” of imagination through art produces new forms, objects, and arrangements. Making something new, something for which there is no prior concept, is the liberating activity that raises man above his dual and dangerous nature. Paraphrasing Rancière: “Free play ” frames a specific sensorium by breaking through the partition of the sensible that shaped the traditional forms of domination.

via miami bourbaki: Aesthetics and its discontents.