美感經驗與教育
Aesthetic Experiences and Education
- 關鍵字：
- 美感經驗、美感判斷、美育 / Aesthetic experience、Aesthetic judgment、Aesthetic education
第四十ㄧ輯 - 1998-07-31
國中教師對兩性平等教育課程的態度影響之研究謝臥龍、方德隆、張鈺珮
A Study of Attitudes in Gender Equity Curriculum of Teachers at Junior High SchoolsXie, Wo-Long* Fang, De-Long** Zhang, Yu-Pei***
美國變通檢覈之研究葉連祺
A Study of Alternative Certification in AmericaYeh, Lain-chyi
多元文化學校的知識革命與教師重構--從「潛在課程」談起陳美如
The Knowledge Reform and Teacher Reconstruction of Multicultural Education--From the Hidden CurriculumMei-Ju Chen
美感經驗與教育林逢祺
Aesthetic Experiences and EducationFerng-Chyi Lin
如何創造多元文化的兩性平等教室 張如慧
How to Create a Multicultural Gender Equity ClassroomJ u - H u i C h a n g
「母職」概念的內涵之探討--女性主義觀點陳惠娟、郭丁熒
The Concept of "Motherhood":Feminist PerspectivesChen, Hui-chuan* Guo, Ding-ying**
國小男女學童知覺父母對其教育關注與期望調查張怡貞
A Survey of Perceived Parental Educational Concern and Expectation in Boys and Girls of Elementary School StudentsYi-Chen Chang
體檢國小教科書--小一道德與健康篇張玨 ; 白慧娟 ; 王舒芸
Examining Textbooks of Elementary Schools - 'Ethics and Health' for the First GradeChang, Chueh* Bai, Huei-Jiuan** Wang, Shu-Yung***
檢視教育中的性別議題潘彗玲
Examining Gender Issues in EducationH u i - L i n g P a n
- 摘要
- 英文摘要
- 參考文獻
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美感經驗與創造是文化的精華，也是個人生命品質之所繫，是故文明國家莫不重視美育，以培育富美感欣賞力與創造力的國民。美育的施行預設人我的美感判斷或美感經驗有一共識；無此共識，美育無異空中樓閣。本文分析美的多樣性，說明所謂美的事物，泛指能夠引起觀賞者美感經驗的對象。美感經驗是主體忘卻利害，由對象之形象激起自由想像，並從中體驗到一種精神的昂揚或快樂的過程。美感含著快感；但快感不必然來自於美感。美感對象的優越特質，共通的文化背景，和人性等三個因素，共同建構了美感經驗與判斷的普遍基礎。美育和精彩的教學，立足在此基礎上，指引並邀約學習者進入一個美麗的國度。
Aesthetic experiences and creations symbolize the essence of a culture， and form one of the major determinants of a person's life quality. This is the reason why most culturally advanced countries place much emphasis on aesthetic education with a view to cultivating students' abilities to enjoy or create beautiful objects. Yet， the implementation of aesthetic education presupposes a consensus among people on aesthetic judgments. Without this consensus， aesthetic education is a castle in the air. This article analyzes diverse objects judged as beautiful by ordinary people and concludes that the beautiful are things which stimulate aesthetic experiences on the part of the observers. It is argued that an aesthetic experience is produced when a disinterested subject freely imagines the form of an object， and herein gains a dignified spirit or a sense of pleasure. An aesthetic experience usually contains a sense of pleasure， and yet a sense of pleasure is not necessarily caused by aesthetic experiences. Moreover， the admirable qualities of an object， common cultural backgrounds and the human nature， collectively form the universality of aesthetic judgments. Built on this basis， aesthetic education and exciting teachings show and invite the students to the kingdom of beauty.
