H. Rolston的環境美學及其在環境教育上的意涵
H. Rolston’s Environmental Aesthetics and Its Implications for Environmental Education
- 關鍵字：
- Rolston、自然科學、肯定美學、環境美學、環境教育 / Rolston, natural sciences, positive aesthetics, environmental aesthetics, environmental education
第六十輯．第四期 - 2014-12-31
H. Rolston的環境美學及其在環境教育上的意涵楊忠斌
H. Rolston’s Environmental Aesthetics and Its Implications for Environmental EducationChung-Ping Yang
臺灣中小學教師職業流動表分析黃毅志
The Occupational Mobility Analysis for Elementary and Junior High School Teachers in TaiwanYih-Jyh Hwang
我國跨國高等教育服務指標之建構湯堯、王嘉穗、歐宏國、趙學維
The Construction of Taiwanese Transnationality Index for Higher Education ServicesYao Tang, Chia-Sui Wang, Hong-Kou Ou, Hsueh-Wei Chao
臺灣科技教育學系變革下學位論文研究趨勢：以共詞分析方瑀紳、李隆盛
Research Trends of Thesis and Dissertation in the Changing Departments of Technology Education in Taiwan: A Co-word AnalysisYu-Shen Fang Lung-Sheng Lee
- 摘要
- 英文摘要
- 參考文獻
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國內中小學環境教育的目標之一在培養學生環境覺知與欣賞自然美的能力，但學校通常多著重於資源回收與環境知識學習等方面，環境美學有助於教育工作者更加瞭解如何教導環境之美的欣賞。本文即在以文獻分析法，探討Rolston的環境美學思想，並論述其在環境教育上的意涵。Rolston認為從生態系統的角度而言，自然皆美。自然科學讓我們看到了自然環境的多樣性與豐富性之美、古老時空性之美、微美、崇高、精巧美，以及生命的奮鬥、堅毅與再生之美。自然美感並進一步涉及了奇蹟、神聖、終極的超越性與創造性。Rolston的美學建立於科學之上，但最終則走向宗教，形成了極具特色的環境美學。本文在評析Rolston的環境美學後，對環境教育提出了三點啟示：一、美學與倫理學交融的環境覺知教育；二、學習以肯定美學的角度去欣賞大自然；三、教導學生透過自然科學知識去發掘自然之美。
In Taiwan, one of the goals of environmental education in primary and secondary school is to cultivate students’ competence of environmental perceptual awareness and appreciating natural beauty. However, schools are usually more confined to recycling and learning of environmental knowledge. Environmental aesthetics can make educators understanding more about how to teach appreciation of natural beauty. This study uses literature analysis as the method to inquire Rolston’s environmental aesthetics and its implications for environmental education. Rolston claims that whole natural is beautiful from the perspective of ecological system. Natural sciences allow us in finding the beauty of diversity and abundance of creature, aesthetic sense of ancient time and space, the beauty of organism’s tininess, sublime and subtlety, the beauty of struggle for survival, and the beauty of endurance and regeneration. Furthermore, natural aesthetic appreciation involves miracle experience, sanctity, ultimate transcendence and creativity. Rolston’s aesthetics are based on science and approach to religion finally, which form very unique environmental aesthetics. According to the result of review, this study indicates three implications on environmental education: 1. Teaching environmental perceptual awareness through integration of aesthetics and ethics. 2. Learning to appreciate natural beauty from the perspective of positive aesthetics. 3. To teach students discover natural beauty through knowledge of natural sciences.
