论审美能力的理论建构
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摘要
审美能力是美育理论中极具特色的范畴。以往对审美能力的理论建构大都以分析心理要素的方式进行,但在范畴的架构上存在着些许差别。为推进审美能力的理论建构,采用新的方法与视角是必要的,结构主义方法、心理动力学、审美发展研究、神经美学有着重要的借鉴意义。当下审美能力研究的不足之处在于并未充分利用心理学的方法、观点;同时全盘心理学化,又使审美能力的理论建构无法回应现实问题,丧失其美育的人文内涵与教育内涵。总之,推进审美能力的理论建构是当下美育研究的重点,我们既需要以心理学深化对审美能力的研究,也要能突破心理学范式,以更宽广的眼光看待审美能力。
Aesthetic ability is a distinctive category in the theory of aesthetic education. In the past,the theoretical construction of aesthetic ability was mostly carried out in the way of analyzing psychological elements,but there are some differences in the composition of the category. In order to promote the theoretical construction of aesthetic ability,it is necessary to adopt newmethods and perspectives. The structuralist approach,psychodynamics,aesthetic development research,and neuro-aesthetics all have great significance for further reference. The problem of the current research of aesthetic ability is that it does not make full use of the methods and view points of psychology. Meanwhile,the overall psychologicalization makes the research unable to respond to the realistic problem and lack the connotations of humanity and education. In short,promoting the theoretical construction of aesthetic ability is the focus of current research of aesthetic education. Not only do we need to use psychological approach to study aesthetic ability,but also break through the paradigm of psychology to view aesthetic ability with a broader perspective.
Aesthetic ability is a distinctive category in the theory of aesthetic education. In the past,the theoretical construction of aesthetic ability was mostly carried out in the way of analyzing psychological elements,but there are some differences in the composition of the category. In order to promote the theoretical construction of aesthetic ability,it is necessary to adopt newmethods and perspectives. The structuralist approach,psychodynamics,aesthetic development research,and neuro-aesthetics all have great significance for further reference. The problem of the current research of aesthetic ability is that it does not make full use of the methods and view points of psychology. Meanwhile,the overall psychologicalization makes the research unable to respond to the realistic problem and lack the connotations of humanity and education. In short,promoting the theoretical construction of aesthetic ability is the focus of current research of aesthetic education. Not only do we need to use psychological approach to study aesthetic ability,but also break through the paradigm of psychology to view aesthetic ability with a broader perspective.
引文
[1]杜卫.论审美能力的功能结构[J].学术月刊,1992(12):39-46.
[2]杨恩寰.美学引论[M].北京:人民出版社,2005.
[3]李森.论审美能力结构[J].唐都学刊,1990(1):50-53.
[4]杨恩寰.审美教育学[M].辽宁:辽宁大学出版社,1987.
[5]蒋冰海.美育学导论[M].上海:上海人民出版社,2001:69-82.
[6]安徽师范大学美学研究室.审美教育[M].北京:光明日报出版社,1987:69.
[7]叶朗.美学原理[M].北京:北京大学出版社,2009.
[8]杜卫.美育论[M].北京:教育科学出版社,2014.
[9]丁晓君,周昌乐.审美的神经机制研究及美学意义[J].心理科学,2006,29(5):1247-1249.
[10]曾繁仁.美育十五讲[M].北京:北京大学出版社,2012:129.
[11]邓贾,黄雪.美育的神经基础[J].华东师范大学学报(教育科学版),2017,35(5):100-108.
[12]王乃弋,罗跃嘉,董奇.审美的神经机制[J].心理科学进展,2010,18(1):19-27.
[13]沈德立.关于大脑左右半球功能及其协调开发[J].天津师范大学学报(社会科学版),1998(4):19-25.
[14]董奇,陶沙.论脑的多层面研究及其对教育的启示[J].教育研究,1999(10):46-53.
[15]丁峻.神经美学的方法论问题研究[J].杭州师范大学学报(社会科学版),2015,37(1):55-60.
[16]杜卫.论中国美育研究的当代问题[J].文艺研究,2004(6):4-11.
[2]杨恩寰.美学引论[M].北京:人民出版社,2005.
[3]李森.论审美能力结构[J].唐都学刊,1990(1):50-53.
[4]杨恩寰.审美教育学[M].辽宁:辽宁大学出版社,1987.
[5]蒋冰海.美育学导论[M].上海:上海人民出版社,2001:69-82.
[6]安徽师范大学美学研究室.审美教育[M].北京:光明日报出版社,1987:69.
[7]叶朗.美学原理[M].北京:北京大学出版社,2009.
[8]杜卫.美育论[M].北京:教育科学出版社,2014.
[9]丁晓君,周昌乐.审美的神经机制研究及美学意义[J].心理科学,2006,29(5):1247-1249.
[10]曾繁仁.美育十五讲[M].北京:北京大学出版社,2012:129.
[11]邓贾,黄雪.美育的神经基础[J].华东师范大学学报(教育科学版),2017,35(5):100-108.
[12]王乃弋,罗跃嘉,董奇.审美的神经机制[J].心理科学进展,2010,18(1):19-27.
[13]沈德立.关于大脑左右半球功能及其协调开发[J].天津师范大学学报(社会科学版),1998(4):19-25.
[14]董奇,陶沙.论脑的多层面研究及其对教育的启示[J].教育研究,1999(10):46-53.
[15]丁峻.神经美学的方法论问题研究[J].杭州师范大学学报(社会科学版),2015,37(1):55-60.
[16]杜卫.论中国美育研究的当代问题[J].文艺研究,2004(6):4-11.