重建诗性主体:当代审美教育的独特价值  

Reconstruction of Poetic Subject:the Unique Value of Contemporary Aesthetic Education

作　　者：仇敏[1] 丁彩霞[1] 

机构地区：[1]连云港师范高等专科学校文学院,江苏连云港222006

出　　处：《连云港师范高等专科学校学报》2015年第4期60-64,共5页Journal of Lianyungang Normal College

基　　金：江苏省教育科学"十二五"规划立项课题"发展性心理咨询与高校人文素质教育有效融合的探索与实践"阶段性成果(项目编号:D/2015/03/084);连云港市社会科学基金项目"诗性主体理论视域下的审美教育研究"(项目编号:12LKT01)

摘　　要：在后现代历史语境下的审美教育领域,一方面,必须质疑和解构有关先天论、无用论和依附论三种流俗的观念;另一方面,重建审美教育必须引入诗性主体的概念,以此为逻辑基点,厘清审美教育与艺术教育、审美教育与思政教育等其他教育学科之间的边界,确立当代审美教育的独特价值和意义。In the historical context of postmodernity and in the field of aesthetic education, on the one hand, we must doubt and deconstruct three conventional concepts, namely, Nativism,Useless Theory and Dependent Theory.On the other hand, to reconstruct aesthetic education, we must introduce the concept of the poetic subject. On this basis, we can clarify the boundaries between aesthetic education,art education, aesthetic education and other disciplines such as ideological education, thus establishing the unique value and realistic significance of the contemporary aesthetic education.

关 键 词：诗性主体 审美教育 先天论 无用论 依附论 

分 类 号：G40-014[文化科学—教育学原理]