阿诺德·伯林特的“审美场”理论探析--基于一种“以文化人”的美学范式  

A Study of Arnold Berleant's“Educational Aesthetic Field”Theory Based on an Aesthetic Paradigm of“Humanized Cultivation”

作　　者：刘宏飞 于丽萍[2] Liu Hongfei;Yu Liping(College of Foreign Languages,Liaoning University,Shenyang Liaoning 110036;College of Humanities and Arts,Liaoning University,Shenyang Liaoning 110036)

机构地区：[1]辽宁大学外国语学院,辽宁沈阳110036 [2]辽宁大学人文艺术学部,辽宁沈阳110036

出　　处：《沈阳师范大学学报（社会科学版）》2022年第5期36-42,共7页Journal of Shenyang Normal University(Social Science Edition)

基　　金：辽宁省社会科学基金青年项目(L18CWW002);辽宁大学社会科学基金青年项目(LDQN2018003)。

摘　　要：“审美场”理论由美国美学家、教育家阿诺德·伯林特提出,是可广泛应用于艺术和生活的美学理论。该理论拓展了伯林特美学的应用范畴,将其延伸到教育情境和社交情境,突破了传统美学只关注于艺术与自然的理论视野局限。古今中外文化名家在作品中对教育过程的情境化论述,同样彰显了美学的“以文化人”的功能。伯林特的“审美场”理论突出其作为美学范式的理论价值和教育意义,实现构建社会和谐的美好愿景。The theory of“aesthetic field”was put forward by Arnold Berleant,an American aesthete and educator,which can be widely used in art and daily life.This theory expands the application scope of Berleant aesthetics to educational context and social context,breaking the theoretical vision limitation of traditional aesthetics which only focuses on art and nature.The contextualized discussion of the educational process in the works of famous Chinese and foreign cultural scholars of all ages highlights the function of“humanized cultivation”of aesthetics.Berleant's theory of“aesthetic field”highlights its theoretical value and educational significance as an aesthetic paradigm and realizes the good vision of constructing social harmony.

关 键 词：阿诺德·伯林特 “审美场”理论 审美过程 教育情境 社交美学 

分 类 号：B834.4[哲学宗教—美学]