美育與實踐智慧

Aesthetic Education and Practical Wisdom

楊深坑(Shen-Keng Yang)

《通識教育季刊》 5卷1期 (1998/03) Pp. 123-136

https://doi.org/10.6745/JGE.199803_5(1).0009

摘要

本文旨在探討美育之真正意涵及其在培育實踐智慧之功能。為探討美育之意義，本文首先分析了荀子、柏拉圖以降，以迄於德國藝術教育運動及當代美育理論的論見，歸結出美育較之情意陶冶或藝術教育意義更為寬廣，指的是透過美之陶冶，培育實踐智慧，促進健全人格之發展。次就實踐智慧加以分析，說明實踐智慧並非將現成的規則作機械化的運用，而是對整體情境作睿智判斷而後付諸實踐。這種境界正與美感教育所欲完成之美感境界相通。為達此境界，本文最後從目的、制度、環境設計、教學活動等層面提出建議，以改進當前美感教育措施。

關鍵字

美育 ； 實踐智慧 ； 藝術教育

並列摘要

This paper intends to explicate the meanings of aesthetic education and its function in cultivating practical wisdom. From the discussions of the aesthetic education by Hsün Tzu, Plato, Schiller and contemporary theorists, it may be followed that aesthetic education is not limited to art education or education of feeling. Rather, aesthetic education has broader aims to form a whole person with sound practical wisdom. Practical wisdom does not function as technical application of a given set of rules to a fixed end. With practical wisdom one can judge sagaciously the situation and than put into practice. This is just what aesthetic education intends to achieve. Finally, recommendations are proposed to improve the aesthetic education in this country.

並列關鍵字

Aesthetic Education ； Practical Wisdom ； Art Education