从人文教育到审美教育再到公共艺术教育——西方美育史的话语变迁

From Humanities Education to Aesthetic Education to Public Art Education:The Change of Discourse in the History of Western Aesthetic Education

西方文化教育语境中由人文教育向审美教育继而向公共艺术教育转化的话语变迁过程中,有着不断传承发展,使得这几个阶段得以前后贯通的思想内核。古希腊、中世纪的人文教育中的辩论教学法,以及文艺复兴时期人文教育中的唤醒式教育,是现代"发展性教学"的原型。在卢梭的自然教育学说和人的"可完善性"思想影响下,康德和席勒构建起以人的发展完善和自由解放为目的的经典美学和审美教育理论;第斯多惠提出了"发展性教学"的概念,杜威提出了"教育即生长"和人的"可塑性"思想,倡导作为现代民主社会公共事务的学校艺术教育,并推动西方美育研究把关注焦点集中到教学关系的"民主性"方面。

In the process of discourse change from the humanistic education to the aesthetic education and then to the public art education in the context of Western cultural education , there is an ideological core that continuously inherits and develops and makes these stages pass through. The debate teaching method in ancient Greek and medieval humanities education , as well as the awakening education in the humanities education in the Renaissance, is the prototype of modem " developmental teaching". Under the influence of Rousseau s theory of natural education and human "perfectness', Kant and Schiller constructed a classic aesthetic and aesthetic education theory with the aim of perfecting human development and free emancipation;The concept of "exual teaching";Dewey put forward the idea of " education is growth" and human " plasticity". Dewey advocates school art education as a public affairs in modem democratic society , and promotes Western aesthetic education to focus on the "democratic' aspect of teaching relations.