当代美育:从国际观点看中国进路

Contemporary Aesthetic Education:China’s Path from an International Perspective

如何定义美育的概念一直是一个被学界广泛讨论的话题,对于美育概念的内涵和外延的解释和理解存在诸多不同的看法,美育具有跨学科性与文化多样性的特征,这就使美育的界定尤为重要。从目前较为主流的关于美育阐释的理论出发,可以初步总结出四种主要观点:美育即人文教育,美育即人格教育,美育即艺术教育和美育即文化教育。前两种观点立足于传统理论,后两者则更面向当下语境。这四种观点并不能完整涵盖美育概念的解释与论述,而是立足最有意义与价值的观点展开分析的。理论之间并非泾渭分明,而是互有关联和交叉,各有其优点和不足,正是这种区分使美育的多元性和潜在可能性得以敞开,也为我们建立中国特色的美育学科范式提供了值得学习的理论依据。

The concept of aesthetic education and how it is defined has always been a widely discussed topic in academia.There are many different views on the interpretation and understanding of the connotation and extension of the concept of aesthetic education.Aesthetic education is thus characterized by its interdisciplinarity and cultural diversity,which makes its definition particularly important.Starting from the currently more mainstream theories on the explanation of aesthetic education,four main viewpoints can be preliminarily summarized to sort out and discuss the concept of aesthetic education:aesthetic education as humanistic education,aesthetic education as personality education,aesthetic education as art education,and aesthetic education as cultural education.The first two viewpoints are based on traditional theories,while the latter two are more oriented towards the current context.These four viewpoints do not completely cover the interpretation and discussion of the concept of aesthetic education but are based on the most meaningful and valuable viewpoints for analysis.The theories are not clearly distinct from each other but interrelated and intersecting,each with its advantages and shortcomings.It is precisely the distinction that allows the diversity and potential possibilities of aesthetic education to be opened up,and also provides us with a valuable theoretical basis for establishing an academic paradigm for aesthetic education.