东方论坛
東方論罈
동방론단
ORIENTAL FORUM
2014年
6期
116-119,124
,共5页
德意志%文化启蒙%康德%审美教育
德意誌%文化啟矇%康德%審美教育
덕의지%문화계몽%강덕%심미교육
Germany%cultural enlightenment%Kant%aesthetic education
思索人类生存、发展的命运，找寻人类自由解放的途径是康德一生的追求。正是在这终生不渝的追求中，康德发现了教育对于每个人的哲学意义，确立了教育的终极使命。教育正是在发掘人类理性而抑制动物的野蛮性，使人从习性上符合人的本质也即“理性”的道路上与审美相遇，美学成为培养具有高尚道德的人的中介环节。康德审美教育理论由此表现为一种对启蒙理性、对文化的非人性化的批判精神，用审美和艺术照亮社会实践和每个人的心灵，让每个人学会理解社会和自我，更加自由、全面地发展自身的可能性。
思索人類生存、髮展的命運，找尋人類自由解放的途徑是康德一生的追求。正是在這終生不渝的追求中，康德髮現瞭教育對于每箇人的哲學意義，確立瞭教育的終極使命。教育正是在髮掘人類理性而抑製動物的野蠻性，使人從習性上符閤人的本質也即“理性”的道路上與審美相遇，美學成為培養具有高尚道德的人的中介環節。康德審美教育理論由此錶現為一種對啟矇理性、對文化的非人性化的批判精神，用審美和藝術照亮社會實踐和每箇人的心靈，讓每箇人學會理解社會和自我，更加自由、全麵地髮展自身的可能性。
사색인류생존、발전적명운，조심인류자유해방적도경시강덕일생적추구。정시재저종생불투적추구중，강덕발현료교육대우매개인적철학의의，학립료교육적종겁사명。교육정시재발굴인류이성이억제동물적야만성，사인종습성상부합인적본질야즉“이성”적도로상여심미상우，미학성위배양구유고상도덕적인적중개배절。강덕심미교육이론유차표현위일충대계몽이성、대문화적비인성화적비판정신，용심미화예술조량사회실천화매개인적심령，양매개인학회리해사회화자아，경가자유、전면지발전자신적가능성。
It was Kant's lifetime pursuit to ponder over human survival and fate through development, and to look for the path of human freedom and liberation. It is just in this pursuit that Kant found the philosophical meaning of education for everybody and established the ultimate mission of education. Education meets aesthetics just in the way of discovering human reason and restraining animal's barbarism in order to make humans accord with human essence. Thus, aesthetics becomes the intermediary link in the cultivation of noble morality. Kant's aesthetic educational theory then shows a kind of critical spirit on non-humanity of Enlightenment reason and culture and enlightens social practice and everyone's mind from appreciation of beauty and art, and then lets everybody learn to understand society and himself and develops his own possibilities more free and comprehensively.
