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作 者:蒋承勇[1] Jiang Chengyong
机构地区:[1]浙江工商大学,浙江杭州310018
出 处:《学术研究》2023年第12期143-149,F0002,178,共9页Academic Research
基 金:浙江省社科基金重大项目“西方文学思潮发展史”(22YSXK03ZD)的阶段性成果。
摘 要:文学美育是文学教育功能的一个维度,与文学德育、文学智育功能有差异又有联系。文学美育的根本效应是陶冶人之情感,丰盈人之感性世界,提升生命存在之自由度。不同于文学德育的理性和“功利性”特质,文学美育有其“非功利”特质。西方浪漫派倡导“为艺术而艺术”和文学“非功利性”,突出了文学对人的感性世界的张扬与呵护,也为我们今天认识文学之美育功能提供了理论与实践的经典佐证。文学美育让读者在情感的浸染中使其心性或感性世界趋于丰盈和温润,提升人的情操,从而达成对人性的呵护与滋养,可以说这是一种“非功利”之“功利性”。我们对文学教育功能的认知不能仅仅停留在德育和智育等一般“功利性”层次,而应在强调文学之德育和智育功能的同时重视并发掘文学之美育功能,进而拓展、凸显和提升文学“作为”的空间与效度。Literary aesthetic education constitutes a dimension of the functional scope of literary education, distinct yet interconnected with literary moral and intellectual education. The fundamental effect of literary aesthetic education lies in refining human emotions, enriching the realm of human sensibility, and enhancing the freedom inherent in life’s existence. Unlike the rational and “utilitarian” qualities of literary moral education, literary aesthetic education embodies a “non-utilitarian” nature. The Western Romantics advocated “art for art’s sake” and the “non-utilitarian” nature of literature, highlighting literature’s promoting and nurturing of the sensuous world of humanity. This serves as a theoretical and practical cornerstone for our contemporary understanding of the aesthetic education function of literature. Literary aesthetic education immerses readers in emotional experiences, enriching and nurturing their emotional or sensuous worlds, refining human sentiments, thus nurturing and enriching humanity. It can be said that this represents a form of the “non-utilitarian” within the “utilitarian”. Our comprehension of the educative function of literature should emphasize and explore the aesthetic education of literary while expanding, highlighting, and enhancing the space and effectiveness of the “role” of literature.
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