审美与启蒙的双重变奏

发布时间：2018-05-30 00:45

本文选题：审美 + 启蒙　；参考：《浙江师范大学》2004年硕士论文

【摘要】：在文学教育中，审美与启蒙的矛盾一直是一个争论不休的话题。从广义上来理解，审美与启蒙在本原意义上是统一的。审美是一种与现实的超功利或非功利关系，目的是使人获得情感享受和精神愉悦；启蒙就是破除蒙昧，解放人性，把人从功利关系的束缚中解放出来。尽管两者实现的途径不同，审美主要是通过感性直观实现超功利，启蒙主要是通过理性启迪实现超功利，但它们都指向人的解放和意义的获得。理想的文学教育应该是这种广义的启蒙与审美的统一。但是在人类社会尚不完善的历史阶段，启蒙往往被狭义化，审美也往往被异化。20世纪初中国内忧外患的民族困境和文学知识分子传统的忧患意识，使启蒙被狭义化为改造国民性的运动，而旧文学中审美与蒙昧的勾结也使得审美被封建蒙昧化，日益将国民精神引向堕落。这样，本质相通的审美和启蒙在鲁迅的时代产生了分立。面对分立的两者，鲁迅的选择是凸显启蒙，搁置审美。作为伟大的文学家，他当然深谙文学的审美本性，但是形势如此严峻，通过“立人”来“立国”的愿望如此强烈，他无暇过多顾及审美，而在文学中注入了大量的启蒙理性精神。同时，被封建蒙昧化了的审美也无助于解放人性，反而会加剧国民性的堕落。因此，他创造了大量新的审美形式，以与旧文学审美彻底决裂。这就形成了鲁迅重启蒙、轻审美的文学教育思想。随着历史条件的变化，当代的文学教育中审美与启蒙的重新统一，，既是可能的也必要的。而审美与启蒙的统一，恰好可以解决当今关于文学教育的争论。当代文学教育中主要存在着唯语言论、唯思想论和唯审美论三种取向，它们的共同缺失在于对文学价值的片面化理解。文学教育不仅仅是审美教育，也不仅仅是思想教育，更不仅仅是语言教育，在文学教育中，审美、思想、语言三者是紧紧融为一体的。审美是文学理想态的本质，启蒙是文学现实态的任务，审美和启蒙依托于语言具体形态而得以实现。其中，审美是核心，思想教育和语言教育围绕审美展开。当代文学教育是一种感性启蒙，即审美与启蒙的统一:当代文学不能没有批判精神，但启蒙的具体内涵发生了创造性的转换; 文学启蒙不是直接的道德说教和理念灌输，而是必须通过审美达于启蒙;当代文学教育中，启蒙和审美都应恢复其广义的和理想的涵义，这样，审美即启蒙，审美本身就是文学教育的目的，审美的获得也就是启蒙的完成。
[Abstract]:In literature education, the contradiction between aesthetics and enlightenment has always been a controversial topic. In a broad sense, aesthetics and enlightenment are unified in the original sense. Aesthetics is a super-utilitarian or non-utilitarian relationship with reality, the purpose of which is to obtain emotional enjoyment and spiritual pleasure, and enlightenment is to break away ignorance, liberate human nature and free people from the bondage of utilitarian relations. Although the two approaches are different, aesthetic is mainly through perceptual intuition to achieve super-utilitarian, enlightenment is mainly through rational enlightenment to achieve super-utilitarian, but they all point to the liberation of human beings and the acquisition of meaning. The ideal literature education should be the unity of enlightenment and aesthetics. However, in the imperfect historical stage of human society, enlightenment is often narrow and aesthetic appreciation is often alienated. At the beginning of the 20th century, the national plight of China's internal and external troubles and the traditional distress consciousness of literary intellectuals were also observed. The movement of transforming national character into enlightenment is narrow sense, and the collusion between aesthetics and obscurity in the old literature makes aesthetics become feudal obscurity, leading the national spirit to depravity day by day. In this way, the essence of the aesthetic and enlightenment in the Lu Xun era produced a separation. Faced with the separation of the two, Lu Xun's choice is to highlight enlightenment and shelve aesthetics. As a great writer, he certainly understood the aesthetic nature of literature, but the situation was so severe that he had no time to care too much about aesthetics because of the strong desire to "build a country" through "building people." And in the literature has injected a large number of enlightenment rational spirit. At the same time, the feudal obscurity of the aesthetic will not help liberate human nature, but will exacerbate the depravity of the national character. Therefore, he created a large number of new aesthetic forms to break with the aesthetic of the old literature. This formed the literary education thought of Lu Xun emphasizing enlightenment and neglecting aesthetics. With the change of historical conditions, the unity of aesthetics and enlightenment in contemporary literature education is not only possible but also necessary. The unity of aesthetics and enlightenment can solve the debate about literature education. There are mainly linguistic, idealistic and aesthetic theories in contemporary literature education. On the three orientations, their common deficiency lies in the one-sided understanding of literary value. Literature teaching Education is not only aesthetic education, nor ideological education, but also more than language education. In literature education, aesthetics, thought and language are closely integrated. Aesthetics is literature Learning the essence of ideal state, enlightenment is the task of literary reality, aesthetics and enlightenment depend on language The concrete form can be realized. Among them, aesthetics is the core, ideological education and language education revolve around Aesthetic development. Contemporary literature education is a kind of perceptual enlightenment, that is, the unity of aesthetics and enlightenment: when The literature of the generation can not be without critical spirit, but the specific connotation of enlightenment has undergone a creative transformation; Literary enlightenment is not a direct moral preaching and conceptual indoctrination, but must be achieved through aesthetics. In contemporary literary education, both enlightenment and aesthetics should be restored to their broad and ideal meanings. In this way, aesthetics is enlightenment, aesthetic itself is the purpose of literary education, aesthetic acquisition is also It is the completion of enlightenment.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2004
【分类号】：B83

【引证文献】