自由与劳动:从席勒到当代审美实践  

Freedom and Labor:From Schiller to Contemporary Aesthetic Practice

作　　者：吕孟昕 Mengxin LV(Zhejiang University)

机构地区：[1]浙江大学传媒与国际文化学院

出　　处：《马克思主义美学研究》2024年第2期284-298,404-405,共17页Research on Marxist Aesthetics

基　　金：中国文学艺术基金会、中国文学艺术发展专项基金资助;教育部哲学社会科学研究重大课题攻关项目“马克思主义美学话语体系的历史演变和范式转换研究”(22JZD005)阶段性成果

摘　　要：在当前的美学研究中,审美教育与社会生产关系更加紧密地融合,我们能够发现一种全新的审美教育思维正在悄然形成。文章通过梳理席勒的审美教育思想及其在当代的发展,认为在浪漫主义美学思潮的语境下,席勒非常注重个体内在和谐的审美体验,将审美教育视为追求真正人类解放的途径。在席勒的思想基础上,马克思则将审美教育置于更加广泛的社会变革框架下,将审美教育视为影响社会结构的潜在动力,强调审美教育与社会实践之间的紧密关系,同时提出要在具体的审美经验中把握社会生产活动和生产关系。这一思想为当代美学及审美教育研究提供了丰富的话语经验和理论动机。In current aesthetic research,aesthetic education is more closely integrated with social production relations,and we are able to find that brand⁃new thinking on aesthetic edu⁃cation is quietly taking shape.By combining Schiller's aesthetic education thinking and its de⁃velopment in contemporary times,this paper argues that in the context of Romantic aesthetic thinking,Schiller pays great attention to the aesthetic experience of inner harmony within the individual,and regards aesthetic education as a way of pursuing true human emancipation.On the basis of Schiller's thought,Marx,on the other hand,placed aesthetic education in a broader framework of social change,regarded aesthetic education as a potential driving force influencing the social structure,emphasized the close relationship between aesthetic education and social practice,and at the same time proposed that social production activities and pro⁃duction relations should be grasped in the context of concrete aesthetic experience.This idea provides rich discursive experience and theoretical motivation for contemporary research on aesthetics and aesthetic education.

关 键 词：马克思主义审美教育观 审美教育 具体的审美经验 当代审美实践 

分 类 号：G40-014[文化科学—教育学原理] B83-0[文化科学—教育学]