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论苏轼的“以人论书”观——兼论“切时如需”的书学思想 被引量:2

Study on Sushi's "Comments on Calligraphy by its Author's Personalities" View:the Calligraphy Ideology of "Response to Social Demand"
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摘要 苏轼的"以人论书"观强调人品与书品的对应性,同时又重视二者的辩证关系。他的这一书学思想是他在儒家"知人论世"思想的影响下并在继承欧阳修书学思想的基础上形成的,这种批评观是根植于苏轼的人格哲学思想中的,体现了他对书家修养的高度关注,也反映了宋朝统治者的挺立士风的时代需求。苏轼的"以人论书"观虽然影响广泛但其也有历史局限性,同时也具有较强的封建伦理教化的意味。"切时如需"的书学思想要求书法创作要满足社会发展和时代的需要,书法家除了需要具有良好的书法艺术修养之外,还需要具备强烈的社会责任感和正确的人生观、价值观。"以人论书"与"切实如需"两种书学思想既有联系又有区别,它们对今后书法的发展和书家的成长都有很好的指导作用,并都具有重要的理论价值和实践意义。 Sushi's calligraphic theory emphasizes the correspondence of moral quality and calligraphic taste, and the dialectical relationship between them. The ideology is based on Ou Yangxiu' s calligraphic thoughts and affected by Confucianism of "remarking on the society from understanding people" which emphasizes the critical view of "comments on calligraphy by its author's personalities". This critical view takes root in the attention to personality spirit Sushi paid. It indicates that Sushi is highly concerned with calligraphers' cultivation and it also reflects a social demand of the ruler in the Song Dynasty advocating scholar style. The Sushi' s "comments on calligraphy by its author" view is accepted widely but also has its historical limitation. The thoughts of "response to social demand" requires the creation of calligraphy to satisfy the need of the times and society and Calligrapher' s excellent quality. The thoughts of "response to social demand" and "comments on calligraphy by its author' s personalities" play a guiding role in the development of calligraphy and the growth of calligraphers.
作者 戚荣金
出处 《河南大学学报(社会科学版)》 CSSCI 北大核心 2011年第5期124-131,共8页 Journal of Henan University(Social Sciences)
基金 教育部人文社会科学研究青年基金项目"尚韵书风流变研究--兼论书家的‘切时如需’思想"(08JC760019)阶段性成果
关键词 苏轼 书论 以人论书 切时如需 Sushi calligraphy theory comments on calligraphy by its author's personalities response to social demand
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参考文献8

二级参考文献10

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共引文献8

同被引文献10

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  • 9戚荣金.苏轼黄州时期思想嬗变探析[J].大连大学学报,2009,30(2):40-43. 被引量:4
  • 10宋聪.苏轼书法的艺术成就和对后世的影响阐述[J].今古文创,2021(8):106-107. 被引量:2

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