摘要
梳理已有的美育概念,可以发现多数美育概念仍侧重于形而上,即使是涉及美育实践,也是流于泛泛,且这些概念对美育的理解多局限于审美本身。通过考察审美、美育的脑神经机制,能够发现审美知觉、审美情感、审美活动中感性活动及理性活动都有相对应的脑区,都能促进人相应的心智能力。据此,就可以把美育界定为同时促进审美能力和心智能力的教育。
Surveying the existing concepts of aesthetic education, we can see that most of them still focus on metaphysics and are superficial even when they do touch aesthetic practice at all. Besides, their understanding of aesthetic education is confined to aesthetics itself. By investigating the mechanisms of aesthetics and aesthetic education, we can find that there are corresponding brain areas for the perceptual and rational activities in aesthetic perception, aesthetic emotion and aesthetic ac- tivities, all of them contributing to man＇s mental ability. Accordingly, aesthetic education can be defined as education which simultaneously promotes aesthetic competence and mental ability.
作者
于建玮
赵丽丽
YU Jian-wei ZHAO Li-li(Municipal Party School of Changchun, Changchun 130012, China Journal of Jilin Party School, Jilin Provincial Party School, Changchun 130012, China)
出处
《美育学刊》
2017年第2期57-62,共6页
Journal of Aesthetic Education
关键词
美育概念
脑科学
审美
脑神经机制
审美能力
心智能力
aesthetic education
brain science
aesthetics
cranial nerve mechanism
aesthetic competence
mental ability
作者简介
于建玮（1981-），男，吉林磐石人，文学博士，中共长春市委党校哲学与文化教研部助理研究员，主要从事美学、马克思主义哲学、文化学研究
赵丽丽（1981-），女，吉林长春人，中共吉林省委党校《吉林党校报》编辑，讲师，主要从事新闻传播学、文学理论研究。
