文学情感教育功能中理性的逻辑位序——以荀子“乐教”、朱熹“诗教”为探讨核心  

The Logical Location of Reason in Emotional Education by Reading Literary Works:Focus on the Theories of Xun Zi’s Music Enlightenment and Zhu Xi’s Poem Enlightenment

作　　者：田淑晶[1] Tian Shujing(Tianjin Academy of Social Sciences)

机构地区：[1]天津社会科学院

出　　处：《马克思主义美学研究》2020年第2期528-537,619,共11页Research on Marxist Aesthetics

基　　金：教育部哲学社会科学重大课题攻关项目“文艺评论价值体系的理论建设与实践研究”(15JZD039)阶段性成果

摘　　要：文学为现代情感教育的重要担当之一。教育的目的意在培养能够建立秩序与规范的理性。受教育个体从文学中获得怎样的理性才能实现教育的目的,同时使情感依旧感性鲜活,是文学情感教育功能探讨中的关键问题。这一问题的实质与根本为探寻文学情感教育中理性的恰当逻辑位序。荀子"乐教"、朱熹"诗教"包含的情性教化思想呈示出理性的两种不同的逻辑位序。两种逻辑位序中理性的不同作用效果和结果,反映出文学情感教育功能中理性之恰当逻辑位序的结构样态。通过文学培养情感理性而非传递理性情感,才能真正实现情感教育的目的。Reading literary works is an important way of emotional education.Education aims at making people to be more rational.How to make people to be more rational,but at the same time,not to lose rich emotions during the process of emotional education by reading literary works?Searching for fitting logical location of reason is necessary.Xun Zi’s music enlightenment provides one type of logical location of reason,and Zhu Xi’s poem enlightenment provides another one.By comparing the two types,the better emotional education is to develop people’s ability to express themselves rationally rather than telling correct emotions.

关 键 词：文学功能 情感教育 情感 理性 逻辑位序 

分 类 号：B244.7[哲学宗教—中国哲学] I0-4[文学—文学理论]