规范与解放——西方古典美育理论重溯

Standardization and Liberation: Retrospection of Western Classical Aesthetic Education Theory

回溯西方古典美育理论的源流,可剖析美育理论的复杂意蕴与丰富张力,并由此探讨美育传统中深切而独特的道德关怀和文化主张。康德与席勒提供了现代意义上的审美教育模式——我们所有的身心能力通过审美经验从额外压抑的限制中解脱出来,得到自由尽情地发挥,这构成了现代美育理论的核心,而18世纪的其他美学家,如伯克和门德尔松等人,可以为现代的美育理论提供更加充实丰富的思想基础。此外,康德对此问题有着更为克制务实的建议,即审美经验和美育可以促进道德完善和社会转型,但如果没有对道德和正义本身的直接承诺与追求,审美教育永远不足以实现这一目标。

When tracing back to the origin of the western classical aesthetic education theory, we aim to analyze its complex meaning and rich tension, and thus explore the profound and unique moral concern and cultural proposition in the aesthetic education tradition. Kant and Schiller provided the aesthetic education mode in the modern sense—all our physical and mental abilities are freed from repression and restriction through aesthetic experience, and can be freely and fully developed, which constitutes the core of modern aesthetic education theory;while other aestheticians in the 18 th century, such as Burke and Mendelssohn, provided a richer ideological basis for modern aesthetic education theory. In addition, Kant has a more restrained and pragmatic proposal on this issue, that is, aesthetic experience and aesthetic education can promote moral perfection and social transformation, but without direct commitment and pursuit of morality and justice itself, it is not sufficient for aesthetic education to achieve this goal.