王国维美育思想之育情论初探
发布时间：2018-08-03 16:26
【摘要】：王国维先生是中国近代文化史上最重要的学者之一,他一生涉猎之广、研究之繁、贡献之重无需赘言。作为先生思想重要组成部分的美育思想,虽在创立之时没有引起过多关注,对其评价也褒贬不一,但随着近年来美育研究逐渐为学界所关注,王国维美育思想的价值也被越来越多的人所认同。先生曾说过“美育即情育”,本文就以“情”为基点,尝试对先生的美育思想作一粗浅的研究评价。 本文共分为四个部分。 第一章介绍先生育情思想的重要内容,分析“美育即情育”思想在先生美育理论中的体现,以及育情思想如何贯穿在他的创作实践中。 第二章分析探讨先生的美育思想之所以以“情”为主的成因以及“情”这一因素对其研究创作及教育思想形成的影响。首先从文化视角和心理视角两方面入手。文化视角方面取决于先生出生之地的自然和人文环境,浙江是唐宋以后中国的文化重心,钟灵毓秀,人才辈出,这种文化环境极易培养出多情的诗人；心理视角方面,其一因家道早落,生活窘迫,又屡遭变故,抑郁愤懑之情可想而知；其二,对天才情结的耿耿于怀和追求理想的执着精神,与忧郁悲观的天性共存于先生一身,造就了他的“多情”。其次从社会历史视角入手,包括当时动荡不安的社会环境以及对中国固有的美学思想的传承。王国维内心深处还是中国传统的儒生,有拯救时弊、安稳社稷的伟大抱负,此时国家的内外交困、百姓的困顿无措就必然会使他忧心。做为中国式的文人,自然会以中国古代文学美学为根底,先生的美育思想中能明显看出儒道两家的痕迹,受庄子影响尤为深刻。所受西方哲学美学的影响则是从比较美学的角度进行分析,西学的传入和先生自身对其的偏好,使得先生大部分的创作研究都能看到其痕迹；而所以受叔氏影响较深,则又不得不归于“情”之相投这一因素了 第三章从“相似”与“差异”两个方面将先生的育情思想与蔡元培、梁启超的美育思想作对比。 第四章分析先生的育情思想的现实意义及其实施的艰巨性。先生要求美育要超越道德和政治,希望以美育来提升国民的情感境界,实现自然无为的“大美”,这种想法固然可贵,但希望用美育来拯救时弊,却注定只能是书生的美好愿望。本部分从四个方面分析先生的美育主张难以实现的原因,包括“纯粹文学”的不现实性、先生自己的阶级偏见、小农众多的社会现实和亟需变革的中国社会。
[Abstract]:Mr. Wang Guowei is one of the most important scholars in the history of modern Chinese culture. Although the aesthetic education thought, as an important part of his thought, did not attract much attention at the time of its establishment, and its evaluation was mixed, but in recent years, the aesthetic education research has been paid more and more attention to by the academic circles. The value of Wang Guowei's aesthetic education is also recognized by more and more people. In this paper, the author tries to make a superficial research and evaluation on his aesthetic education thought based on "emotion". This paper is divided into four parts. The first chapter introduces the important content of the thought of procreation, analyzes the embodiment of the thought of "aesthetic education is emotional education" in his aesthetic education theory, and how to run through his creative practice. In the second chapter, the author analyzes the reason why his aesthetic education thought is mainly "emotion" and the influence of "emotion" on his research creation and educational thought formation. First of all, from the cultural perspective and psychological perspective two aspects. In terms of cultural perspective, it depends on the natural and humanistic environment of the place where the husband was born. Zhejiang was the focus of Chinese culture after the Tang and Song dynasties. Zhong Ling Yuk Sau, with a lot of talented people, can easily cultivate sentimental poets in this cultural environment. For one thing, because of the early fall of one's family, the distress of life, and the vicissitudes of life, one can imagine the feeling of depression and resentment; the second, the passion for genius and the persistence in the pursuit of ideals, coexisted with the melancholy and pessimistic nature of the gentleman, It made him "affectionate". Secondly, from the perspective of social history, including the turbulent social environment and the inheritance of China's inherent aesthetic thought. Wang Guowei is still a traditional Confucian student in Chinese heart, which has the great ambition of saving and stabilizing the country. At this time, the country's internal and diplomatic difficulties and the people's difficulties will inevitably make him worried. As Chinese literati, it is natural to base on the ancient Chinese literary aesthetics. In his aesthetic education thought, he can clearly see the traces of Confucianism and Taoism, especially influenced by Zhuangzi. The influence of western philosophy and aesthetics is analyzed from the angle of comparative aesthetics. The introduction of western learning and the preference of the students to it make most of his creative studies see its traces; therefore, it is deeply influenced by Uncle's. Then it has to be attributed to the similarity of "emotion", which makes the third chapter compare his thoughts of "similarity" and "difference" with those of Cai Yuanpei and Liang Qichao. The fourth chapter analyzes the practical significance of his thoughts on education and the difficulty of his implementation. Sir's demand that aesthetic education should transcend morality and politics, and that aesthetic education be used to raise the nation's emotional state and realize the "great beauty" of natural inaction. This idea is certainly valuable, but it is hoped that aesthetic education can be used to save people's lives. But destined to be only the good wishes of the students. This part analyzes the reasons why it is difficult to realize his aesthetic education from four aspects, including the unreality of "pure literature", his own class prejudice, the numerous social reality of small farmers and the Chinese society in need of change.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G40-014
本文编号：2162315
[Abstract]:Mr. Wang Guowei is one of the most important scholars in the history of modern Chinese culture. Although the aesthetic education thought, as an important part of his thought, did not attract much attention at the time of its establishment, and its evaluation was mixed, but in recent years, the aesthetic education research has been paid more and more attention to by the academic circles. The value of Wang Guowei's aesthetic education is also recognized by more and more people. In this paper, the author tries to make a superficial research and evaluation on his aesthetic education thought based on "emotion". This paper is divided into four parts. The first chapter introduces the important content of the thought of procreation, analyzes the embodiment of the thought of "aesthetic education is emotional education" in his aesthetic education theory, and how to run through his creative practice. In the second chapter, the author analyzes the reason why his aesthetic education thought is mainly "emotion" and the influence of "emotion" on his research creation and educational thought formation. First of all, from the cultural perspective and psychological perspective two aspects. In terms of cultural perspective, it depends on the natural and humanistic environment of the place where the husband was born. Zhejiang was the focus of Chinese culture after the Tang and Song dynasties. Zhong Ling Yuk Sau, with a lot of talented people, can easily cultivate sentimental poets in this cultural environment. For one thing, because of the early fall of one's family, the distress of life, and the vicissitudes of life, one can imagine the feeling of depression and resentment; the second, the passion for genius and the persistence in the pursuit of ideals, coexisted with the melancholy and pessimistic nature of the gentleman, It made him "affectionate". Secondly, from the perspective of social history, including the turbulent social environment and the inheritance of China's inherent aesthetic thought. Wang Guowei is still a traditional Confucian student in Chinese heart, which has the great ambition of saving and stabilizing the country. At this time, the country's internal and diplomatic difficulties and the people's difficulties will inevitably make him worried. As Chinese literati, it is natural to base on the ancient Chinese literary aesthetics. In his aesthetic education thought, he can clearly see the traces of Confucianism and Taoism, especially influenced by Zhuangzi. The influence of western philosophy and aesthetics is analyzed from the angle of comparative aesthetics. The introduction of western learning and the preference of the students to it make most of his creative studies see its traces; therefore, it is deeply influenced by Uncle's. Then it has to be attributed to the similarity of "emotion", which makes the third chapter compare his thoughts of "similarity" and "difference" with those of Cai Yuanpei and Liang Qichao. The fourth chapter analyzes the practical significance of his thoughts on education and the difficulty of his implementation. Sir's demand that aesthetic education should transcend morality and politics, and that aesthetic education be used to raise the nation's emotional state and realize the "great beauty" of natural inaction. This idea is certainly valuable, but it is hoped that aesthetic education can be used to save people's lives. But destined to be only the good wishes of the students. This part analyzes the reasons why it is difficult to realize his aesthetic education from four aspects, including the unreality of "pure literature", his own class prejudice, the numerous social reality of small farmers and the Chinese society in need of change.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G40-014
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