审美现代性视野中的席勒美育思想
发布时间：2018-11-05 18:39
【摘要】：现代化运动将西方导入了一个无论在日常生活、社会制度、价值观念还是在思想方式上都迥然有别于传统社会的全新世界。人在这个世界中不再是“神”的奴从，他们用理性将“神”踩在脚下转而把自己武装成为世界的新主宰。但是，随着现代化进程的深入推进，理性逐步显露其独裁本质。它以“同一性”的强权剥夺了一切属于非理性领域的人性的合理诉求，最终造成了人性的分裂，也使现代文明步入了危机。 作为诗人和哲学家的席勒敏锐地观察到了这种“现代性后果”，提出通过审美教育激活人性中的感性机制，用感性力量反抗理性的霸权和专制，最终求得人性两大机能的和谐与平衡。席勒美育思想由于在感性权利伸张方面的高强力度而引导了审美现代性的第一次出场。本文便是立足于席勒美育思想的基本原理，力图从审美现代性的视角多层次地审视席勒美育思想，赋予其新的理论内涵和时代意味。 全文分五个部分(章)：导论部分解析现代性、审美现代性、教育现代性三个重要概念；第一章，概述中国新时期席勒美育思想研究状况，，通过对学术史的梳理提出新的问题，从中明晰席勒美育思想的审美现代性研究的本土学术情境；第二章，从社会工业化进程、启蒙现代性规划、康德美学、教育现代性四个方面探究席勒美育思想的现代性多重背景；第三章，从四个角度全面深入剖析席勒美育思想的审美现代性内涵：一、感性的回归。席勒针对启蒙理性的偏至而导致的人性分裂，提倡通过审美教育来恢复感性的合法权益，最终使感性在审
[Abstract]:The modernization movement introduced the West into a completely new world, which is different from the traditional society in terms of daily life, social system, values and ways of thinking. Man is no longer the slave of God in this world. They use reason to trample God under their feet and to arm themselves into new masters of the world. However, with the deepening of the modernization process, rationality gradually revealed its dictatorial nature. With the power of identity, it deprives all reasonable demands of human nature belonging to irrational field, finally causes the division of human nature and makes modern civilization enter into crisis. As a poet and philosopher, Schiller acutely observed the "consequences of modernity" and put forward the idea of activating the perceptual mechanism of human nature through aesthetic education, and using perceptual forces to resist the hegemony and autocracy of reason. Finally, the harmony and balance of the two functions of human nature can be obtained. Schiller's aesthetic education thought guided the aesthetic modernity for the first time because of its strong strength in the claim of perceptual rights. Based on the basic principle of Schiller's aesthetic education thought, this paper tries to examine Schiller's aesthetic education thought from the perspective of aesthetic modernity, and endows it with new theoretical connotation and epoch meaning. The full text is divided into five parts (chapter): the introduction part analyzes the three important concepts of modernity, aesthetic modernity and educational modernity; The first chapter summarizes the research situation of Schiller's aesthetic education in the new period in China, and puts forward new questions through combing the academic history to clarify the local academic situation of the aesthetic modernity of Schiller's aesthetic education. The second chapter explores the modernity background of Schiller's aesthetic education from four aspects: the process of social industrialization, the planning of enlightenment modernity, the aesthetics of Kant and the modernity of education. The third chapter analyzes the aesthetic modernity connotation of Schiller's aesthetic education from four angles: first, the return of sensibility. In view of the split of human nature caused by the deviation of enlightenment reason, Schiller advocated restoring the legitimate rights and interests of sensibility through aesthetic education, and finally making sensibility in trial.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：B83-095
本文编号：2313009
[Abstract]:The modernization movement introduced the West into a completely new world, which is different from the traditional society in terms of daily life, social system, values and ways of thinking. Man is no longer the slave of God in this world. They use reason to trample God under their feet and to arm themselves into new masters of the world. However, with the deepening of the modernization process, rationality gradually revealed its dictatorial nature. With the power of identity, it deprives all reasonable demands of human nature belonging to irrational field, finally causes the division of human nature and makes modern civilization enter into crisis. As a poet and philosopher, Schiller acutely observed the "consequences of modernity" and put forward the idea of activating the perceptual mechanism of human nature through aesthetic education, and using perceptual forces to resist the hegemony and autocracy of reason. Finally, the harmony and balance of the two functions of human nature can be obtained. Schiller's aesthetic education thought guided the aesthetic modernity for the first time because of its strong strength in the claim of perceptual rights. Based on the basic principle of Schiller's aesthetic education thought, this paper tries to examine Schiller's aesthetic education thought from the perspective of aesthetic modernity, and endows it with new theoretical connotation and epoch meaning. The full text is divided into five parts (chapter): the introduction part analyzes the three important concepts of modernity, aesthetic modernity and educational modernity; The first chapter summarizes the research situation of Schiller's aesthetic education in the new period in China, and puts forward new questions through combing the academic history to clarify the local academic situation of the aesthetic modernity of Schiller's aesthetic education. The second chapter explores the modernity background of Schiller's aesthetic education from four aspects: the process of social industrialization, the planning of enlightenment modernity, the aesthetics of Kant and the modernity of education. The third chapter analyzes the aesthetic modernity connotation of Schiller's aesthetic education from four angles: first, the return of sensibility. In view of the split of human nature caused by the deviation of enlightenment reason, Schiller advocated restoring the legitimate rights and interests of sensibility through aesthetic education, and finally making sensibility in trial.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2006
【分类号】：B83-095
【参考文献】
相关期刊论文 前1条
1 陈建翔;席勒美育思想与当代教育美学[J];北京师范大学学报;1990年02期
本文编号：2313009
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