在与美游戏中实现人性和谐完满——透过席勒美育思想再探审美素养  

Interaction with Beauty through Play Leads to Fulfillment of Humanity:Re-exploration of Aesthetic Literacy based on Friedrich Schiller’s Theory

作　　者：鞠玉翠 罗文钘 JuYucui;Luo Wenxing(Department of Education,East China Normal University,Shanghai 200062;Yung Wing School Hengqin,Zhuhai 519000)

机构地区：[1]华东师范大学教育学部基础教育改革与发展研究所,上海200062 [2]珠海市横琴新区华发容因学校,珠海519000

出　　处：《教育发展研究》2022年第15期73-79,共7页Research in Educational Development

基　　金：中央高校基本科研业务费项目华东师范大学共享交叉基金(人文社会科学)项目“现代化进程中的未来学校探究”(2020ECNU-GXJC004)的部分成果。

摘　　要：人们常用分析的方式讨论审美素养,且较多强调美的感性特征,这为美育实践提供了有价值的参照框架和视角;而席勒的审美教育思想则以哲学的高度,在分析人性中的感性本性与理性本性及其分裂现状之后,致力于以美之“活的形象”融合分裂状态,呼唤在与美游戏中实现人性的和谐完满。这启发我们以感性与理性和谐发展的完满人性作为审美素养的要旨和教育的旨归,将审美素养的培育理解为通过“活的形象”趋向“活的形象”的过程,帮助学生在与美游戏中达成感性与理性的和谐,实现人性完满,从容探究与应对情感欲望与理性冲突等人生难题。Aesthetic literacy has been commonly discussed in analytic way,and the perceptual characteristics of beauty have been emphasized,which provide valuable reference frames for aesthetic education practice.Standing at the high altitude of philosophy,Friedrich Schiller has analyzed human nature and its split status quo in his theory of aesthetic education,which focuses on the integration of the divided human nature with the power of beauty,in other words,"living form"and advocates the interaction with beauty through play towards the perfection humanity.This inspires us to take the perfect human nature with the harmonious development of sensibility and rationality as the essence of aesthetic literacy and the direction of education,and understand the cultivation of aesthetic literacy as the process toward"living form",so as to help students achieve the harmony between sensibility and rationality in the game with beauty and realize the perfection of human nature,gracefully explore and deal with life problems such as the conflict between desire and rationality.

关 键 词：审美素养 感性与理性 活的形象 游戏 席勒 

分 类 号：G40-014[文化科学—教育学原理]