理想与现实之间:社会美育的难为与可为  

Between Ideals and Reality:Difficulties and Capabilities of Social Aesthetic Education

作　　者：郭岚 GUO Lan(Faculty of Education,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《美育学刊》2023年第6期46-52,共7页Journal of Aesthetic Education

摘　　要：社会美育具有极为广阔的、促进人的现代化的教育前景,但在当前尚未受到应有的重视。从当前社会美育所立足的政策、理论和实践图景中看,有着多重目标导向的社会美育处于实然的边缘境地,多元利益主体立场的差异使其难以实现以美育人的理想愿景。对社会美育予以问题化的审视不难发现:“社会”作为审美之域,游移于“美育”的惯性视野之外;“个体”作为审美目的,让位于对“群体主体”的追求;“感性”作为审美特质,与“理性”的现代化进程不相适应。据于此,以“个体的共同世界”作为方向,以理性和感性的调和作为内生动力,以政策引导的加强作为外源激励,成为进一步释放社会美育想象力的可能机制。Social aesthetic education has extremely broad educational possibilities that promote human modernization,but it has not yet received sufficient attention at present.From the current policy,theory,and practical prospect on which social aesthetic education is based,it can be found that social aesthetic education with multiple goal orientations is on the brink of reality,and the differences in the positions of multiple interest subjects make it difficult to achieve the ideal vision of educating people through aesthetics.A questioning examination of social aesthetic education reveals that“society”,as an aesthetic domain,wanders beyond the habitual perspective of“aesthetic education”;as an aesthetic purpose,“individual”gives way to the pursuit of“group subject”;as an aesthetic trait,“sensibility”is not compatible with the modernization process of“rationality”.Based on this,taking the“common world of individuals”as the direction,the reconciliation of rationality and sensibility as the endogenous driving force,and the strengthening of policy guidance as external incentives,has become a possible mechanism to further unleash the imagination of social aesthetic education.

关 键 词：社会美育 主体博弈 价值澄清 

分 类 号：G40-014[文化科学—教育学原理]