再论美育的认知及其矛盾性  

Rethinking Cognition and Contradictions of Aesthetic Education

作　　者：刘渟[1] Liu Ting(the Fine Arts&Calligraphy College,Sichuan Normal University,Chengdu,Sichuan,610101)

机构地区：[1]四川师范大学美术学院·书法学院,四川成都610101

出　　处：《民族艺术研究》2021年第6期73-80,共8页Ethnic Art Studies

基　　金：2020年度国家社会科学基金重大招标项目“中国抗战艺术史(多卷本)”(项目批准号:20&ZD051)子课题“中国抗战艺术教育史”的阶段性研究成果。

摘　　要：美育的概念与内涵有很多种解读,许多学者站在对美育认知的各自立场上阐释了美育的重要性与价值。有的持美育工具论立场,有的持美育决定论立场,有的持美育自律论立场。在国家高度重视和强调学校美育的当下,对美育尤其是学校美育在认知立场上的误区与矛盾性,造成美育工作推进的各种障碍与尴尬。尤其是在关于美育与德育的关系、美育的非功利性与功能观、美育理论与实践、美育课程化与终身化等问题上存在诸多认知矛盾性。因此,揭示过往美育认知的矛盾性,找准美育推进的路径,是一个急需解决的重要课题。There are many interpretations of the concept and connotation of aesthetic education,and different scholars have explained the importance and value of aesthetic education from their own positions.Some of them hold the instrumental theory and some of them hold the determinism and some of them hold the self-discipline theory.At the moment when the country attaches great importance to school aesthetic education,misunderstanding and contradiction of aesthetic education,especially aesthetic education in cognitive position in schools,caused various obstacles and embarrassment in the promotion of aesthetic education.In particular,there are many cognitive contradictions on the relationship between aesthetic education and moral education,non-utilitarian and functional view of aesthetic education,the theory and practice of aesthetic education,and the curriculum and lifelong learning of aesthetic education.Therefore,it is an urgent task to reveal the contradictions of aesthetic education cognition in the past and find a right way to promote aesthetic education.

关 键 词：美育概念 学校美育 认知矛盾性 美育实施 

分 类 号：J01[艺术—艺术理论]