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本文通过复活教化概念探讨了审美和艺术的教育潜能,为此提出一种既强调教化的社会特性又强调艺术作品和其他审美表达的作用的解释。教化是一个对话过程,在这个过程中,人类关系对见识的产生与交流是至关重要的。艺术作品被描述为形象,它们在表达、传播和商讨文化价值观中起着中介和参照点的作用。在对这一论点的展开中,作者将康德关于审美判断的分析与其关于启蒙的论述结合起来解读,突显了审美判断的社会和政治特性。洪堡关于教化的审美和社会维度的讨论提供了另一个起点。作者用两个当代艺术过程的例子来表明艺术在我们时代的教育和政治关联性。
This article explores the educational potential of aesthetic and artistic through the concept of revival education. Therefore, this article proposes an explanation that emphasizes both the social characteristics of enlightenment and the role of artistic works and other aesthetic expressions. Enlightenment is a process of dialogue, in which human relations are crucial to the generation and exchange of knowledge. Works of art are portrayed as images, and they play an intermediary and reference point in expressing, spreading and negotiating cultural values. In carrying on this argument, the author interprets Kant’s analysis of aesthetic judgment and his discourse on enlightenment, highlighting the social and political characteristics of aesthetic judgment. Humboldt’s discussion of the aesthetic and social dimensions of enlightenment provides another starting point. The author uses two examples of contemporary art processes to demonstrate the educational and political relevance of art in our time.