摘要
按照通识的概念及定义理解,“专业”是指社会的科学和生产分工方面形成的“行业”中的“业务”,“学科”是“相对独立的知识体系”,因此,高校的“学科”建设即是“专业”人才培养所依赖的基础—既包括支撑“专业”人才培养的“相对独立的知识体系”及由这一体系形成的课程、教材、教学方法,又包括创新和传授这一体系的科研和师资队伍以及保障这一体系得以贯彻、提升教育质量的相关制度和管理、服务机构。然而,在《研究生教育学科专业目录(2022年)》中,艺术学门类的学科专业设置却将理论人才培养归为“学科”,实践人才培养归为“专业”,显然是对于“学科”和“专业”概念上的误用,不仅导致学科专业设置理论与实践的割裂,逆中国艺术学历史发展的趋势而行,而且导致研究生人才培养目标不明。艺术的功能之一是为提升人民的想象力、创造力服务。艺术家的创新往往不按常理出牌,不受理性约束,以良好的感性思维、逆向思维,想象力和创造力打破传统实现创新,而研究生教育往往以学院派规范和普适的知识以及评价标准对人进行规训,形成人的第二种天性;另外,将博士学位作为高级人才培养的标准,用于艺术,尤其是表演艺术这类不以年龄、学历学位论英雄,极其依赖舞台实践的人才培养领域,既有失公允,又背离人才培养规律,还会破坏艺术行业的生态。因此,中国艺术教育领域应以严谨的学术精神、实事求是的态度,科学设置研究生教育的学科专业学位和人才培养方式,且行且慎重。
According to the general definition,“profession”refers to the“business”in the“industry”based on the division of labor in society,while“discipline”is a“relatively independent knowledge system”.Therefore,the construction of“disciplines”in colleges and universities is the foundation of“professional”talent development.This includes not only the“relatively independent knowledge system”which is the cornerstone of“professional”talents fostering,as well as the standard of the derivative curricula,teaching materials,and teaching methods,but also the scientific research personnel and teaching staff dedicated to innovating and spreading the system,along with related regulations,management structures,and services.However,in the Catalogue of Graduate Education Disciplines(2022),the art are categorized as“disciplines”for theoretical talent fostering and“profession”for practical talent fostering,which is obviously a misuse of the concepts of“disciplines”and“profession”.This confusion not only leads to the decoupling of the theory and practice,contrary to the trend of the historical development of art disciplines but also leads to the ambiguity of the goal of postgraduate personnel development.One of the functions of art is to serve people’s imagination and creativity.Artists do not play by the rule books and refuse to be subject to rational thinking.They prefer to give full play to their emotions,resorting to reverse thinking,imagination,and creativity,freeing themselves from the shackles of tradition.To the contrary,postgraduate education tends to cram academic norms,universal knowledge,and rigid standards to regulate people,making them the second nature to student.In addition,referring to the doctoral degree as the standard for advanced personnel,especially for performing arts,a practice-oriented field that gives no regard to age or degree is both unfair and deviates from the laws of talent fostering,thus wreaking havoc on the ecology of the arts industry.Therefore,China’s art education should recategorize the academic disciplines of postgraduate programs in arts and establish a sound talent development system in the spirit of academic rigor and in a pragmatic manner.
出处
《当代舞蹈艺术研究》
2023年第1期21-40,共20页
Contemporary Dance Research
关键词
学科建设
专业设置
舞蹈学科
艺术学门类
研究生人才培养
discipline construction
recategorization of academic discipline
dance discipline
artistic disciplines
postgraduate talent fostering
作者简介
刘青弋,女,博士,中国艺术研究院研究员、博士生导师,上海戏剧学院特聘教授、博士生导师,东亚传统宫廷舞蹈国际研究会会长兼联合艺术总监。主要研究方向:舞蹈史论、舞蹈教育。
