【摘要】：現(xiàn)代化運(yùn)動(dòng)將西方導(dǎo)入了一個(gè)無(wú)論在日常生活、社會(huì)制度、價(jià)值觀念還是在思想方式上都迥然有別于傳統(tǒng)社會(huì)的全新世界。人在這個(gè)世界中不再是“神”的奴從，他們用理性將“神”踩在腳下轉(zhuǎn)而把自己武裝成為世界的新主宰。但是，隨著現(xiàn)代化進(jìn)程的深入推進(jìn)，理性逐步顯露其獨(dú)裁本質(zhì)。它以“同一性”的強(qiáng)權(quán)剝奪了一切屬于非理性領(lǐng)域的人性的合理訴求，最終造成了人性的分裂，也使現(xiàn)代文明步入了危機(jī)。 作為詩(shī)人和哲學(xué)家的席勒敏銳地觀察到了這種“現(xiàn)代性后果”，提出通過(guò)審美教育激活人性中的感性機(jī)制，用感性力量反抗理性的霸權(quán)和專制，最終求得人性兩大機(jī)能的和諧與平衡。席勒美育思想由于在感性權(quán)利伸張方面的高強(qiáng)力度而引導(dǎo)了審美現(xiàn)代性的第一次出場(chǎng)。本文便是立足于席勒美育思想的基本原理，力圖從審美現(xiàn)代性的視角多層次地審視席勒美育思想，賦予其新的理論內(nèi)涵和時(shí)代意味。 全文分五個(gè)部分(章)：導(dǎo)論部分解析現(xiàn)代性、審美現(xiàn)代性、教育現(xiàn)代性三個(gè)重要概念；第一章，概述中國(guó)新時(shí)期席勒美育思想研究狀況，，通過(guò)對(duì)學(xué)術(shù)史的梳理提出新的問(wèn)題，從中明晰席勒美育思想的審美現(xiàn)代性研究的本土學(xué)術(shù)情境；第二章，從社會(huì)工業(yè)化進(jìn)程、啟蒙現(xiàn)代性規(guī)劃、康德美學(xué)、教育現(xiàn)代性四個(gè)方面探究席勒美育思想的現(xiàn)代性多重背景；第三章，從四個(gè)角度全面深入剖析席勒美育思想的審美現(xiàn)代性內(nèi)涵：一、感性的回歸。席勒針對(duì)啟蒙理性的偏至而導(dǎo)致的人性分裂，提倡通過(guò)審美教育來(lái)恢復(fù)感性的合法權(quán)益，最終使感性在審
[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.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2006
【分類號(hào)】：B83-095

【參考文獻(xiàn)】

相關(guān)期刊論文 前1條

1 陳建翔;席勒美育思想與當(dāng)代教育美學(xué)[J];北京師范大學(xué)學(xué)報(bào);1990年02期

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