美育不能局限于审美教育  

Aesthetic Education Should Not Be Limited within Education of Aesthetic Judgment

作　　者：王焱[1] 

机构地区：[1]广东外语外贸大学中国语言文化学院,广东广州510420

出　　处：《温州大学学报（社会科学版）》2015年第3期13-18,共6页Journal of Wenzhou University：Social Science Edition

基　　金：教育部人文社科重点研究基地重大项目(14JJD720005);广东省高等教育教学改革项目(GDJG20142194)

摘　　要：现今学界有一种倾向性认识,即将"美育"局限于审美教育,而所谓的审美,主要是指审美静观,即欣赏美。将美的活动狭义地理解为审美活动,这是西方审美静观主义的流弊。美育不应仅包涵审美教育,教会人们该如何欣赏美;还应包涵创美教育,教会人们该如何创造美。创美,以艺术创造为核心,还包括日常生活中美的创造。美育,不应仅是认识论的问题,还应是实践论的问题。创美教育的脆弱现状,或许应该成为将来美育改革的一个标靶。Nowadays in the academic circle, there is a tendency that aesthetic education is limited within education of aesthetic judgment, while the so-called aesthetic judgment refers to aesthetic contemplation, i.e. appreciating the beauty, which is due to the influence of aesthetic contemplationism in western aesthetics. Aesthetic education should include not only education of aesthetic judgment for how to appreciate beauty but also education of aesthetic creation for how to create beauty. Aesthetic creation focuses on creation of liberal art, also including creation of aesthetics in everyday life. Aesthetic education is not merely an epistemological issue, but also a practical one. The fragile situation of education of aesthetic creation should probably become a target for the reform of aesthetic education in the future.

关 键 词：美育 审美 创美 审美静观 

分 类 号：G40-014[文化科学—教育学原理]