祝志满. 中国现代美育思想在西论接受中的征象——以20世纪上半叶为例[J]. 《信阳师范学院学报(哲学社会科学版)》, 2018, 38(5): 16-20. DOI: 10.3969/j.issn.1003-0964.2018.05.004
引用本文: 祝志满. 中国现代美育思想在西论接受中的征象——以20世纪上半叶为例[J]. 《信阳师范学院学报(哲学社会科学版)》, 2018, 38(5): 16-20. DOI: 10.3969/j.issn.1003-0964.2018.05.004
ZHU Zhiman. The Signs of Chinese Modern Aesthetic Education in Western Acceptance——take the first half of the 20th century as an example[J]. The journal of xinyang normal university (philosophy and social science edition), 2018, 38(5): 16-20. DOI: 10.3969/j.issn.1003-0964.2018.05.004
Citation: ZHU Zhiman. The Signs of Chinese Modern Aesthetic Education in Western Acceptance——take the first half of the 20th century as an example[J]. The journal of xinyang normal university (philosophy and social science edition), 2018, 38(5): 16-20. DOI: 10.3969/j.issn.1003-0964.2018.05.004

中国现代美育思想在西论接受中的征象——以20世纪上半叶为例

The Signs of Chinese Modern Aesthetic Education in Western Acceptance——take the first half of the 20th century as an example

  • 摘要: 中国现代美育思想溯源于西方的美学理论,尤以德国古典美学为主要理论来源。其在对康德、席勒等美学家思想的援引中,又根植于中华传统的文化与特定的历史场域,在承继间发生了内向性的思想转化与变异,以此呈现为启蒙民思的功利性、润泽人心的人本主义以及高扬的实践性所融汇成的理性特质。同时,"启蒙现代性"与"审美现代性"的争鸣纠结,"美育"与"宗教"的替代与主从成了内在的问题之域,也彰显了美育思想融汇交错中的焦虑性。中国现代美育思想具有思想承转间的时代语境性,对建构适用本土语境的中华美学理论具有可资借鉴的价值。

     

    Abstract: Chinese modern aesthetic education originates from western aesthetic theories, especially German classical aesthetics. In the reference of the thought of the aesthetic experts such as Immanuel Kant and Johann Christoph Friedrich von Schiller, and it was rooted in the traditional chinese culture and the specific historical fields, and the introverted ideological transformation and variation occurred in the inheritage, which showed the utilitarianism of the enlightenment, the humanistic humanism and the reason of the practice. At the same time, the contention between "enlightenment modernity" and "aesthetic modernity", "aesthetic education" and "religion" as a substitute and subject, have become the inner problems, and also highlight the anxiety in the interlacing of aesthetic thoughts. The modern aesthetic education in China has the contextual nature of the ideological carrier, and it can be used as a reference for the construction of the Chinese aesthetics theory of the applicability of the local context.

     

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