從後現代主義論「藝術與人文」教育的價值觀

Discussing the Value of Arts and Humanities Education from the Perspective of Postmodernism

連瑞淇

《台灣教育》 665期 (2010/10) Pp. 26-35

https://doi.org/10.6395/TER.201010.0026

摘要

隨著後現代的來臨，人文學科及教育哲學受到相當程度的影響與衝擊，而我圈九年一貫教改之下的藝術教育與後現代教育觀有何相關性?在後現代的脈動之下「藝術與人文」教育內蘊的價值為何?值得作深入的探究。因此，本論文試圖從文化及藝術教育的觀點探討後現代的脈動，歸納「藝術與人文」學習領域的脈絡與特色，並進一步探究「藝術與人文」學習領域在後現代社會中的存在價值，以作為藝術教育者在面臨新的藝術教育挑戰時，對於時代特色的了解反所秉持的教育哲學觀。

關鍵字

後現代主義 ； 藝術與人文課程 ； 後現代教育 ； 音樂教育

並列摘要

With the incessant development of age, the influence of postmodernism seems have dominated a large area of liberal arts and philosophy of education. In the present paper, the author tries to explore the relationship between the characteristic of Arts and Humanity program and the philosophy of post-modern education. Also, the value of Arts and Humanity program in post-modern era is discussed. It is obvious that art educators could not avoid the challenge of postmodernism. Thus, it is necessary for art educators to understand what the impact of postmodernism is. Then, art educators may hold an eclectic belief in their teaching philosophy.

並列關鍵字

postmodernism ； the Arts and Humanities Curriculum ； post-modern education ； music education