论文部分内容阅读
本文尝试对席勒的审美教育理论作一次新的解读,对审美教育作了辩正,并发掘席勒审美教育理论中所隐含的审美教育的途径和方式。审美教育是“促进鉴赏力和美的教育”,是“培养我们(作为具体个体)的感性和精神力量的整体达到尽可能和谐”的教育。审美教育通过文化教养,充分而又全面地发展人的感性和理性,使人的理性与感性、思想与情感、理智与身体得到有效协调,使社会文明、文化的符号概念与“这一个”人的现实生存状况建立具体切实的联系,并将这一文明、文化有机地内化到“这一个”人的精神意识。
This article tries to make a new interpretation of Schiller’s aesthetic education theory, defensible the aesthetic education, and explore the ways and means of aesthetic education hidden in Schiller’s aesthetic education theory. Aesthetic education is “education that promotes appreciation and beauty,” education that “fosters the emotional and spiritual strength of us as individuals as harmonious as possible.” Through cultural education, aesthetic education develops human’s sensibility and rationality fully and comprehensively, and makes people’s reason and sensibility, thought and emotion, reason and body be effectively coordinated so that the concept of symbol of social civilization and culture can be linked with the concept of “this one” To establish a concrete and practical linkages, and organically internalize this civilization and culture to the “one” spirit consciousness of the people.