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朱熹对美育性质的根本观点,是认为美育归根到底是教育,尤其是德育的辅助手段。其主要目的在于借助美的形式,引导人进入反诚至乐的精神境界,由此消融殊相和共相的矛盾,沟通情感与伦理,促进人的全面发展,以最终实现个人和社会的和谐。美育之所以能辅助德育达到上述目的,这是由于它的愉悦性、鼓舞性、操作性、多样性和和谐性及其相应的引善、催善、储善、完善和顺善的功能所决定的。反诚至乐的美育有助于和谐社会的冲突,然而在这种和谐的过程中,个性也就被社会消融了。
Zhu Xi’s fundamental view on the nature of aesthetic education is that aesthetic education is, in the final analysis, an aid to education, especially moral education. Its main purpose is to guide people into the spiritual realm of anti-integrity and pleasure through the help of the form of beauty, thus dissolving the contradictions between the special phase and the common phase, communicating emotions and ethics, and promoting the all-round development of man so as to eventually achieve the harmony between individuals and society. The reason why aesthetic education can assist moral education to achieve the above-mentioned purposes is determined by its pleasure, inspiration, operability, diversity and harmony as well as its corresponding function of citing, reminding, storing, improving and cautious . Aesthetic education from anti-integrity to music contributes to the conflict of the harmonious society. However, in this process of harmony, the individuality is also abated by the society.