为什么中国高教美育“最薄弱”——关于美育/美学的哲学思考  

Causes of the Weakness of Aesthetic Education in Chinese Higher Education-Philosophical Thoughts on Aesthetic Education/Aesthetics

作　　者：王毅[1] 傅晓微[1] 

机构地区：[1]四川外国语大学中犹文化研究所,重庆400031

出　　处：《美育学刊》2017年第6期28-34,共7页Journal of Aesthetic Education

摘　　要：中国高教美育"薄弱"的首要原因是理论的贫弱。诸如"美育是德育的手段""美育等于艺术教育""美育是美学的低端理论"之类似是而非的命题,在不同程度上压缩了美育的生存空间。这其中既有西风东渐的干扰,又有两千年重礼轻乐的积重难返。所以,澄清和加强基础理论研究,是美育复兴的当务之急。好在国际高教改革对美育的重视为我们提供了有益的启示;十八届三中全会"美育17字"更为中国美育创造了千年不遇的复兴契机。抓住这一契机,力争美育理论的强化和突破,是中国美育的伟大复兴的机遇和美育人的使命。The root cause of the w eakness of the aesthetic education in Chinese higher education lies in lack of a correct guiding ideology. Plausible hypotheses such as " Aesthetic education is the means of moral education", " Aesthetic education means art education" hinder the development of aesthetic education. Therefore it is urgent to strengthen basic studies and clarify related theories for the development of aesthetic education. It is an opportunity and a mission for the Chinese aesthetic educators to make breakthroughs in theoretical construction and promote a renaissance of Chinese aesthetic education.

关 键 词：美育薄弱 理论瓶颈 美育17字 复兴契机 

分 类 号：G640[文化科学—高等教育学]