谢林美育形而上学的现实关怀  

The Realistic Concern of Schelling's Aesthetic Education Metaphysics

作　　者：章文颖[1] ZHANG Wen-ying(Stage Directing Department,Shanghai Theatre Academy,Shanghai 200040,China)

机构地区：[1]上海戏剧学院导演系,上海200040

出　　处：《美育学刊》2021年第2期22-31,共10页Journal of Aesthetic Education

基　　金：教育部人文社会科学研究青年基金项目“谢林美学对现代西方美学和艺术的意义及影响研究”(18YJCZH256);第11批中国博士后科学基金特别资助项目“谢林美学对现代西方美学和艺术的意义及影响研究”(2018T110404);国家社会科学基金重大项目“西方美育思想史”(15ZDB024)的阶段性成果。

摘　　要：谢林认为艺术和审美活动是帮助人类不断提升自我、达到至善境界的现代文明教化的有效途径。这是他美育思想形成的理论背景。谢林希望通过美育使人类获得健全的真理、积极的自由,并且回归本真的生存状态。实践美育的方法,一是运用想象力破除认识论思维的限制;二是通过艺术的创作和鉴赏活动来洞悉“绝对”。艺术活动是美育实践的基本立足点。谢林美育形而上学有很深的现实关怀,为的是重建人与世界的和谐关联,在艺术活动中通过美感直观的方式去把握已经被理智主义遮蔽的世界的整体性存在。Schelling believes that artistic and aesthetic activities are an effective modern cultivation way to help people continuously improve themselves and reach the state of perfection.This is the theoretical background of his aesthetic education thoughts.Schelling hopes that through aesthetic education,humans can obtain wholesome truth,positive freedom and return to the genuine state of existence.To practice aesthetic education,people should use imagination to break the limitation of epistemological thinking mode;or they should create and appreciate art works to understand the“absolute”thoroughly.Artistic activities are the basic foothold of aesthetic education practice.Indeed,Schelling’s aesthetic education metaphysics has deep realistic concern,which aims to rebuild the harmonious relationship between the human and the world.Through aesthetic intuition in artistic activities,we can grasp the whole being of the world that has been obscured by rationalism.

关 键 词：谢林 美育 艺术 真理 自由 想象力 

分 类 号：G40-014[文化科学—教育学原理]