文学美育的可能:在人与世界的审美把握中形塑健全人格  

The Possibility of Literature as Aesthetic Education: Forming a Healthy Personality in the Aesthetic Grasp of Man and the World

作　　者：叶继奋[1] 

机构地区：[1]宁波大学教师教育学院,浙江宁波315211

出　　处：《美育学刊》2017年第4期49-54,共6页Journal of Aesthetic Education

摘　　要：当下社会功利化、世俗化以及学校教育的唯知识化倾向,对青年学生健全人格的形成所带来的负面影响显而易见。文学将视界投注于人与自然、人与自我、人与他人、人与社会多个层面,是对人与世界的审美把握。文学美育为形塑健全人格提供了可能:在尽享自然的博大精深中诗化和强健了人类自身;通过阅读更新视界得以认识、否定和超越自我;补偿与满足人的虚拟性体验并以此形式联结他人;将想象的翅翼自由地伸展于历史与未来及个人、民族与人类的多维时空,并通过具体的生活图景昭示人生的意义,回答人类普遍的存在困惑和价值追询。At present, social utility, secularization and the knowledge-only tendency in school education have brought a negative impact on the formation of young students＇ healthy personality. Because literature is the aesthetic grasp of man and the world, which focuses on multiple levels of man and nature, man and self, man and others, man and society, literary aesthetic education provides the possibility of forming a healthy personality by poeticizing and strengthening the human self while enjoying the breadth and depth of nature; recognizing, denying and overstepping the ego by updating one＇ s vision via reading; compensating and satisfying man＇s virtual experience to connect with others; stretching the wings of imagination freely in the multidimensional space-time of history and future, individual and nation; revealing the true meaning of life through the unfolding of concrete life and responding to man＇s pervasive existentialist bewilderment and quest for values.

关 键 词：文学美育 可能 人与世界 审美把握 形塑 健全人格 

分 类 号：G642[文化科学—高等教育学] I0-4[文化科学—教育学]