In contemporary society, issues such as cognitive disparities between individuals, barriers to emotional expression, and entrenched power structures increasingly hinder effective intergenerational communication. This paper explores how aesthetic education can reshape intergenerational communication through mutual empowerment. Employing theoretical analysis, this study systematically examines the core ideas of Schiller's Letters on Aesthetic Education and Cai Yuanpei's aesthetic education theory. It further explores the theoretical guidance value of these two schools of thought for intergenerational communication practices, constructing a model of aesthetic education's bidirectional empowerment and relationship restructuring in intergenerational communication. Aesthetic education possesses unique attributes that distinguish it from general education. Various phenomena and issues emerging in intergenerational communication require attention and resolution, and aesthetic education can participate in this process through mutual empowerment and relational reconstruction. Strengthening the social function of aesthetic education and incorporating social forces to support its development can more effectively enhance and improve the quality of intergenerational communication.

Jinghan Zhang, Huimin Wang. A Preliminary Exploration of Aesthetic Education and Intergenerational Communication: Connotations, Challenges, and Intervention Logic. Frontiers in Art Research (2026), Vol. 8, Issue 1: 18-23. https://doi.org/10.25236/FAR.2026.080104.

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