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题名: 盧梭的自然主義美學及其美育意涵
作者: 黃玉如
贡献者: 楊忠斌
黃玉如
关键词: 美育;自然;感性;自由;自然美;藝術美
aesthetic education;nature;sentiment;freedom;natural beauty;artistic beauty
日期: 2010
上传时间: 2010-12-03
描述: 碩士
教育研究所
摘要: 本研究以盧梭的美育觀為發展主軸，深入闡述其哲學理念，再貫穿於美的主張中。於第一章中，首先論及本研究的動機、範疇與架構，整合匯聚盧梭的美學與哲思論點於天平圖上之七個位置，以彰顯盧梭深層思想中所力倡的平衡，並作為本研究的主要立基。於第二章，便先概論盧梭思想的起源背景，由其個人的生命經歷、啟蒙思潮和時代的藝術風格作為視角來探究之，以成為客觀瞭解盧梭美學思想的基礎。第三章的部份，針對盧梭在哲學上所論及的人性向善、回歸自然、感性蘊義和自由的超脫力之四大重心，來包羅文明和理性的逆向議
題，依此提出與美育相關聯的哲思要點。第四章專就盧梭所提自然美為最高典型、藝術美的精神價值和臆造美的奴化虛浮，將此三種美的層級做出分論，並歸結出美善合一的美育烏托邦。第五章最終研剖盧梭美學思想上的特色與目標，及其對現今美育的施行供給了哪些意義與方向。第六章總結本研究結論與建議。
The present study aimed to explore Rousseau’s perspectives of aesthetic education, elaborating on his philosophy and then integrating it with his views of aesthetics. First of all, the motivation and structure of the study were described in chapter one, in which Rousseau’s aesthetics
and philosophical arguments were being put on seven positions of a scale to emphasize the balance and harmony promoted in Rousseau’s thinking,and served as the foundation of the present study. In chapter two, the
background of Rousseau’s thoughts was introduced from the perspectives of his personal life experiences, and was discussed from the angles of the artistic viewpoints proposed in the age of Enlightenment. Chapter three
focused on four main philosophical thoughts of Rousseau: human nature, return to nature, sentiment, and freedom, and included contrary issues such as human civilization and reason, by which philosophical thoughts related to aesthetic education were provided. Chapter four centered on
three types of beauty offered by Rousseau: natural beauty which is the highest type of beauty, artistic beauty which has spiritual values ,and false beauty which is slaving and superficial. The present study analyzed the three different kinds of beauty, and tried to induct an aesthetic utopia
which combines beauty and goodness. Then, in chapter five, the characteristics and the objectives of Rousseau’s aesthetics were further explored in order to have more insights into the influence of Rousseau’s aesthetic thoughts on the current implementation of aesthetic education. Finally, conclusions and suggestions for future studies were offered in chapter six.
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