摘要
莫霍利-纳吉的设计教育观念从德国包豪斯延续到美国芝加哥设计学院,并在吸收工业化文明成果的同时不断趋向于"有机整体"的方法观。作为莫霍利核心教育观念之一的有机方法观,是他将设计视为社会整体的有机活动后形成的相对完整的认识论,这一方法观侧重于"知识的综合",其脉络由基础课程、综合知识及情感训练构成,是支撑其教育理论框架的主要内容。莫霍利的设计教育和有机整体及其方法观联系起来,成为塑造生动的社会生活的一部分。
Moholy-Nagy’s concept of design education has been extended from Bauhaus in Germany to Chicago Design Institute in America. Moholy-Nagy ’s concept of design education has been tending to the "organic whole" methodology while absorbing the achievements of industrialized civilization. As one of Moholy’s core educational concepts, the organic methodology is a relatively complete epistemology formed after he regards design as an organic activity of the whole society. This methodology focuses on "the synthesis of knowledge". Its context is composed of basic courses, comprehensive knowledge and emotional training, which is the main content of its educational theoretical framework. Moholy’s design education is connected with the organic whole and its methodology, and becomes a part of shaping the vivid social life.
作者
曹汝平
Cao Ruping(School of Art and Design,Shanghai University of Engineering Science,Shanghai,China,201620)
出处
《艺术生活》
2019年第3期8-13,共6页
Art & Life
基金
上海市设计学Ⅳ类高峰学科资助。
