从寓教于乐到人的全面发展——西方美育观的历史演进  

From Education through Entertainment to the All-round Development of People: the Historical Evolution of the Western Concept of Aesthetic Education

作　　者：方英敏[1] 米熳俊 FANG Yingmin;MI Manjun(College of Philosophy,Guizhou University,Guiyang,Guizhou 550025,China)

机构地区：[1]贵州大学哲学学院,贵州贵阳550025

出　　处：《贵州大学学报（艺术版）》2022年第6期42-53,共12页Journal of Guizhou University Art Edition

基　　金：2021年度贵州省哲学社会科学“十大创新团队”——“新时代美育与贵州文化资源利用研究团队”(项目编号:0058)。

摘　　要：对于美育内涵的把握,仅仅以席勒的美育论为据是不够的。从西方美育观的历史演进来看,除了席勒关于美育的经典论述外,还有以柏拉图、亚里士多德、贺拉斯为代表的“寓教于乐”论、马克思的“人的全面发展”论等关于美育的重要思想。这些美育思想从逻辑层面看构成关于美育内涵的两个维度,即艺术教育论和生活美育论,前者是从柏拉图到德国古典美学的传统,后者是马克思之后的西方美育理论。这两种美育论分别基于人与世界的认知关系和人与世界的实践—存在关系的世界观而生长出来,因而是美学关于美育的根本性看法。To grasp the connotations of aesthetic education, it is not enough to rely solely on Schiller’s theory of aesthetic education. In addition to Schiller’s classic expositions of aesthetic education, there are also significant views on aesthetic education when referring to the evolution of the Western concept of aesthetic education, such as “education through entertainment” represented by Plato, Aristotle, Horace, and Marx’s theory of “all-round development of man”. These aesthetic education ideas constitute two dimensions on the connotations of aesthetic education from the logical perspectives, namely, the theory of art education and that of life aesthetic education. The former is a tradition from Plato to the German classical aesthetics, and the latter is the Western aesthetic education theory after Marx. Because these two theories of aesthetic education are based on the cognitive relationship between man and the world and the worldview of the practice-existence relationship, they are the fundamental views of aesthetics on aesthetic education.

关 键 词：美育 艺术教育 生活美育 

分 类 号：J01[艺术—艺术理论]