“想象力”美育话语的公共性诉求

The Public Appeal of“Imagination”Aesthetic Education Discourse

格林的“想象力”美育话语既强调个人的主动学习、探索与意义建构,又注重人与人之间的相互对话和共同创造,个体的“全面觉醒”取决于公共意识的养成以及意义的相互激发与共同建构。在公共想象中实现个体发展,这既是格林的美育愿景,也是她对教师、学生乃至教育机构、社会环境提出的殷切期望。努斯鲍姆的同情式想象的美育话语与朱光潜、宗白华、丰子恺等中国现代美学家的“同情/移情”论话语相比,表现出了明显的差异:其一,努斯鲍姆的美育话语是以培养世界公民为教育目标的,因此尤其重视移情想象过程中对人与人之间的平等、他人的尊严、社会公正、跨文化理解等价值观念的引导;其二,努斯鲍姆更强调在激发想象力的同时培养学生的批判性思考的能力。

Green's“imagination”aesthetic education discourse emphasizes not only the active learning,exploration and meaning construction of individuals,but also the mutual dialogue and co-creation between people.The individual's“full awakening”depends on the development of public consciousness and mutual stimulation and co-construction of meaning.Realizing individual development in the public imagination is not only Green's wish of aesthetic education,but also her ardent expectations for teachers,students,educational institutions,and the social environment.Nussbaum's sympathetic imaginative aesthetic education discourse is significantly different from the“sympathy/empathy”discourse of modern Chinese aestheticians such as Zhu Guangqian,Zong Baihua,and Feng Zikai.First,Nussbaum's aesthetic education discourse aims at cultivating global citizens,so he pays special attention to the guidance of values in the process of empathy and imagination such as equality,dignity of others,social justice,and cross-cultural understanding.Second,Nussbaum puts more emphasis on cultivating students'critical thinking ability while stimulating imagination.