艺术学:独立学科门类的学域扩张与学理建构

Art Science:Academic Expansion and Theoretical Construction of an Independent Discipline

艺术学成为独立的学科门类,是从"文学"这一学科门类中独立出来;促成这一"独立"的学科目录调整,是对1997年颁布的《授予博士、硕士和培养研究生的学科专业目录》的调整。这是一场历时14年之久的"独立战争"。艺术学力争成为学科门类的"独立战争",不是向统摄自己的"文学"开战,而是向"文学"与"艺术学"之间的逻辑关系开战。这场"独立战争"之所以历时弥久,在于"逻辑理性"的水到渠成,但并不意味着"学科实际"的瓜熟蒂落。艺术学赢得"独立战争"的胜利,主要是实施着学域扩张的业绩;而艺术学学理建构的成就,至少在目前就其主导方面而言,仍然是"文学"统摄的结果。探讨艺术学学理建构的独特性,没有必要、也不可能彻底摆脱所谓的"文学思维"。所谓"文学思维"是一个比拟性的词语。就文学与艺术的创作思维而言,我们通常称为"形象思维",它以始终伴随着形象、充溢着情感、运演着联想和想象以区别于"抽象思维"。但实际上,形象塑造的材料成为思维运演的材料是"形象思维"更深层的本质特征。对于艺术学的学理建构,事关学科门类独立后的学科品质。艺术学各艺术样式学理建构的特质,在于其具有极高技术含量的实践性,如何将这种"实践性"上升为"实践理性",是艺术学学理建构的核心课题。应当注意到,艺术学近十余年的学域扩张主要是"解牛"之术而非"屠龙"之道的扩张,这是我国教育事业对职业教育高度重视和大力加强的结果。作为独立学科门类的学科建设,要重新审视和调整艺术作为职业教育的若干关系。

The independence of art science from ＂literature＂ belongs to the adjustment of ＂Special Disciplinary Catalogue for Granting Doctoral Degree and Master Degree,and Cultivating Graduates＂ published in 1997.It is a ＂war of independence＂ lasting for 14 years.It aims at the logical relationship between ＂literature＂ and ＂art science＂.It lies in the maturity of＂logical reason＂ but not in that of＂disciplinary truth＂.The victory of art science in the＂war of independence＂ mainly lies in its academic expansion.To a great extent and up to now,its theoretical construction is a result under the rule of the subject ＂literature＂.It will be always necessary for us to include ＂literature thinking＂ into the exploration of particular theoretical construction of art science.What we call ＂literature thinking＂ is a metaphorical diction.It is the ＂image thinking＂ stressing on images,emotion,and utilizing imagination and association of ideas,which differs much from ＂abstract thinking＂.The theoretical construction of art science relates close to the disciplinary quality after its independence.Idiosyncrasy of art science lies much in their practice of high-tech content.What art science must do is to upgrade such practice to a degree of ＂practical reason＂.Therefore,it is necessary for us to reexamine and adjust several relationships in the development of vocational education.