本文選題：視覺藝術(shù) + 知識(shí)�。� 參考：《河北師范大學(xué)》2012年碩士論文

【摘要】：在笛卡爾的形而上學(xué)理論中，承載思維的載體僅僅是語言之能事。但是，隨著藝術(shù)歷史的不斷發(fā)展，與對(duì)歷史學(xué)研究持續(xù)提出的否定性意見使我們有了明確的認(rèn)識(shí)，即藝術(shù)，尤其是視覺藝術(shù)同語言一樣，不僅承載著歷史事件、客觀事實(shí)，同時(shí)也承載著思維的有效運(yùn)轉(zhuǎn)。 視覺藝術(shù)的基本特征是形象性，而根本屬性是多樣性。這種多樣性包括表現(xiàn)內(nèi)容、表現(xiàn)題材、表現(xiàn)形式以及材料等客觀性方面，同時(shí)也包含創(chuàng)作主體與接受主體的主觀意識(shí)。因此視覺藝術(shù)的這種多樣性特征——豐富的信息含量與思維主體的意識(shí)活動(dòng)——就是其成為人類視野的一個(gè)基本范疇。相對(duì)于音樂、文學(xué)等其他藝術(shù)門類，視覺藝術(shù)占有大部分信息具有直觀性，也就必然會(huì)成為思維的基本載體。同時(shí)，知識(shí)涉及領(lǐng)域之廣、包括信息含量之大就促使知識(shí)必然需要與視覺藝術(shù)相結(jié)合，兩者相互補(bǔ)充、相互滲透、相互支撐構(gòu)成了思維發(fā)展的基本結(jié)構(gòu)。 文章從視覺藝術(shù)與知識(shí)的關(guān)系以及共同構(gòu)建的思維為著眼點(diǎn)，以論證三者之間的關(guān)系為基本手段進(jìn)而證明視覺藝術(shù)在人類社會(huì)、歷史與文化的發(fā)展中不僅不可或缺、不會(huì)消亡，更是在其基本屬性以及與知識(shí)與思維的結(jié)合中的為自我的發(fā)展鋪墊下堅(jiān)實(shí)的道路。 文章從視覺藝術(shù)與知識(shí)的密切關(guān)系與共同屬性入手探討兩者從基礎(chǔ)的事實(shí)積累到更高階段的理性思維運(yùn)轉(zhuǎn)。第一章，從論述藝術(shù)描述和表現(xiàn)的多樣性來證明視覺藝術(shù)在傳導(dǎo)與接受中所形成的視覺藝術(shù)多樣化結(jié)構(gòu)；第二章，著重于探討與知識(shí)相關(guān)的問題，即知識(shí)如何形成多樣化的屬性，知識(shí)的廣延性如何在知識(shí)產(chǎn)生過程中得到確定以及知識(shí)作為文化、歷史的信息如何在傳遞過程中展現(xiàn)出自身豐富的內(nèi)容等等。第三章，則將視覺藝術(shù)與知識(shí)相結(jié)合，討論在同一基礎(chǔ)上又作為思維產(chǎn)生的基礎(chǔ)。事實(shí)上，也就是在證明任何客觀事物或主觀理念，任何描述或者思考都來源與兩者之間的結(jié)合。前三章得出思維是由藝術(shù)（尤其是視覺藝術(shù)）與知識(shí)相互作用之下所構(gòu)成的，同時(shí)思維與藝術(shù)、知識(shí)又構(gòu)成了人類認(rèn)識(shí)的立體結(jié)構(gòu)，在這個(gè)基礎(chǔ)上不斷循環(huán)往復(fù)、螺旋上升。由此從知識(shí)、藝術(shù)和思維之間的關(guān)系談?dòng)懡逃龁栴}，，因?yàn)榻逃旧硎侨咧g的調(diào)節(jié)器與傳道者，教育也就與三者相同具有一個(gè)立體性的結(jié)構(gòu)。 本文旨在將視覺藝術(shù)的圖像性直觀特征納入到人類事業(yè)的整體關(guān)系之中，因?yàn)閳D像在越來越多的成為科學(xué)研究、大眾交往以及普通生活的中心問題�；蛟S，在人類知識(shí)與認(rèn)知水平上受到更高級(jí)的層次中時(shí)，視覺藝術(shù)思維已經(jīng)成為了一個(gè)基本邏輯。
[Abstract]:In Descartes' metaphysical theory, the carrier of thought is only the power of language. However, with the continuous development of the history of art, and the continuous negative opinions put forward to the study of history, we have a clear understanding that art, especially visual art, like language, not only carries historical events, but also the objective facts. At the same time, it also carries the effective operation of thinking. The basic feature of visual art is image, and the fundamental attribute is diversity. This diversity includes the objectivity of the content, the subject matter, the form of expression and the material, as well as the subjective consciousness of the creative subject and the recipient subject. Therefore, the diversity of visual arts-the rich information content and the conscious activities of the subject of thinking-is a basic category of human vision. Compared with other kinds of art, such as music, literature and so on, visual art occupies most of the information with intuitiveness, which is bound to become the basic carrier of thinking. At the same time, the wide range of knowledge, including the large amount of information, promotes the combination of knowledge and visual art. They complement each other, infiltrate and support each other to form the basic structure of the development of thinking. From the point of view of the relationship between visual art and knowledge as well as the thought of common construction, the article takes the demonstration of the relationship between the three as the basic means to prove that visual art is not only indispensable in the development of human society, history and culture, but will not die out. It also lays a solid path for self-development in its basic attributes and the combination of knowledge and thinking. From the close relationship between visual art and knowledge and their common attributes, this paper discusses the rational thinking operation from the accumulation of basic facts to the higher stage. The first chapter discusses the diversity of artistic description and expression to prove the diversity of visual art in the transmission and acceptance of visual art. Chapter two focuses on the problems related to knowledge. That is, how knowledge forms diversified attributes, how the extensiveness of knowledge is determined in the process of knowledge generation, how knowledge as a culture, how historical information shows its own rich content in the process of transmission, etc. In the third chapter, visual art and knowledge are combined to discuss the basis of thinking on the same basis. In fact, it is to prove that any objective thing or subjective idea, any description or thinking comes from the combination of the two. The first three chapters draw the conclusion that thinking is formed by the interaction between art (especially visual art) and knowledge. At the same time, thinking and art, knowledge constitute the three-dimensional structure of human cognition, and on this basis, it keeps on circulating and spiraling. This paper discusses the problem of education from the relationship among knowledge, art and thinking, because education itself is the regulator and preacher of the three, and education has the same three-dimensional structure as the three. The purpose of this paper is to bring the visual features of visual art into the overall relationship of the human cause, because the image is becoming more and more the central problem of scientific research, mass communication and ordinary life. Perhaps, at the higher levels of human knowledge and cognition, visual art thinking has become a basic logic.
【學(xué)位授予單位】：河北師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：J01

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