重释“生生的节奏”——论宗白华的艺术形上学及其对艺术人文教育的启示  

Reinterpretation of“Rhythm of Life Movement”—A Discussion on Zong Baihua s Art Metaphysics and Its Enlightenmenton Arts and Humanities Education

作　　者：孟文果 MENG Wenguo(College of Child Development and Education,Zhejiang Normal University,Hangzhou 311231,China)

机构地区：[1]浙江师范大学儿童发展与教育学院,浙江杭州311231

出　　处：《美育学刊》2024年第3期39-46,共8页Journal of Aesthetic Education

摘　　要：宗白华在古今中西之争的处境中,面对彼时中国的现实境况,提出了一个既创造性转化中国古典思想资源,又吸纳西方思想资源的艺术形而上学体系。这一体系以“生生的节奏”为内在核心,以“舞”为典型形态。生生是宇宙生命与本真之人的内在节奏,艺术是其呈现,通过艺术,单向度的人得以重获对生生的节奏的体验,成为完整的人。就此而言,宗白华为艺术人文教育提供了一个既具有中国特色又能回应现代性危机的艺术形上学方案。他的方案对于今日建立中国特色的美育体系,通过艺术人文教育培养健全人格极富启示价值。Facing the reality in China at that time,Zong Baihua proposed an artistic metaphysical system that not only creatively transformed classical Chinese intellectual thoughts but also absorbed Western intellectual ideas in the context of the dilemma among the ancient and modern China and the West.This system takes the“rhythm of life movement”as its internal core and“music”as the typical form.“Life movement”is the inner rhythm of cosmic life and true human beings,while art is its presentation.Through art,one-dimensional individuals become complete ones by regaining the experience of the rhythm of“life movement”.In this regard,Zong Baihua has provided an art metaphysical program with both Chinese characteristics and response to modernity crises for arts and humanities education.His program has great enlightening value for establishing a Chinese-styled aesthetic education system today and cultivating a sound personality through arts and humanities education.

关 键 词：宗白华 生生的节奏 舞的精神 艺术人文教育 

分 类 号：J01[艺术—艺术理论] G40-014[文化科学—教育学原理]