论潘菽的美育思想  

On Pan Shu's Aesthetic Education Thought

作　　者：汪羽佳 刘彦顺 WANG Yujia;LIU Yanshun(Shuguang Primary School,Hefei 230051,China;School of Chinese Language and Literature,Jiangsu Normal University,Xuzhou 221116,China)

机构地区：[1]合肥市曙光小学,安徽合肥230051 [2]江苏师范大学文学院,江苏徐州221116

出　　处：《美育学刊》2024年第1期10-17,共8页Journal of Aesthetic Education

摘　　要：潘菽反对偏向绝对客观或绝对主观的本质主义美学,认为审美对象不能仅限于艺术,要树立整全审美对象观;他还提出从审美同时性与审美时机化把握审美生活;认为美育有助于塑造敏捷、触时机而发的动态完满人格。在美育与德育的关系上,他认为二者是一种或然的、非直接逻辑推导的关系,创造性地提出美育的兴发作用是中性的观点。此外,他从手段与鹄的角度阐发美育的功能,既批评蔡元培夸大美育功能的倾向,也从美好生活这一教育根本目的角度提出美育是教育归宿这一卓见。Pan Shu opposes the essentialist aesthetic research method that leans towards absolute objectivity and absolute subjectivity,believing that the aesthetic object cannot be limited to art and establishing a comprehensive aesthetic object concept.He grasps aesthetic life from the perspectives of aesthetic simultaneity and aesthetic timing,highlighting the dynamic temporal characteristics of aesthetic life.Besides,he advocates shaping a dynamic and complete personality that is agile and opportune,with aesthetic education among them.He also believes that the relationship between aesthetic education and moral education is a possible and indirect logical deduction,and creatively proposes that the excitatory effect of aesthetic education is neutral.In addition,he elucidates the function of aesthetic education from the perspectives of means and goals,criticizing the tendency to exaggerate the function of aesthetic education,and also proposing that aesthetic education is the ultimate goal of education from the perspective of a better life.

关 键 词：潘菽 动的心理人格 美育功能 审美时机 审美同时性 

分 类 号：G40-014[文化科学—教育学原理]