由视觉图像所传导的知识、审美与文化

发布时间：2018-05-13 10:21

本文选题：视觉艺术 + 知识　；参考：《河北师范大学》2012年硕士论文

【摘要】：在笛卡尔的形而上学理论中，承载思维的载体仅仅是语言之能事。但是，随着艺术历史的不断发展，与对历史学研究持续提出的否定性意见使我们有了明确的认识，即艺术，尤其是视觉艺术同语言一样，不仅承载着历史事件、客观事实，同时也承载着思维的有效运转。视觉艺术的基本特征是形象性，而根本属性是多样性。这种多样性包括表现内容、表现题材、表现形式以及材料等客观性方面，同时也包含创作主体与接受主体的主观意识。因此视觉艺术的这种多样性特征——丰富的信息含量与思维主体的意识活动——就是其成为人类视野的一个基本范畴。相对于音乐、文学等其他艺术门类，视觉艺术占有大部分信息具有直观性，也就必然会成为思维的基本载体。同时，知识涉及领域之广、包括信息含量之大就促使知识必然需要与视觉艺术相结合，两者相互补充、相互渗透、相互支撑构成了思维发展的基本结构。文章从视觉艺术与知识的关系以及共同构建的思维为着眼点，以论证三者之间的关系为基本手段进而证明视觉艺术在人类社会、历史与文化的发展中不仅不可或缺、不会消亡，更是在其基本属性以及与知识与思维的结合中的为自我的发展铺垫下坚实的道路。文章从视觉艺术与知识的密切关系与共同属性入手探讨两者从基础的事实积累到更高阶段的理性思维运转。第一章，从论述艺术描述和表现的多样性来证明视觉艺术在传导与接受中所形成的视觉艺术多样化结构；第二章，着重于探讨与知识相关的问题，即知识如何形成多样化的属性，知识的广延性如何在知识产生过程中得到确定以及知识作为文化、历史的信息如何在传递过程中展现出自身丰富的内容等等。第三章，则将视觉艺术与知识相结合，讨论在同一基础上又作为思维产生的基础。事实上，也就是在证明任何客观事物或主观理念，任何描述或者思考都来源与两者之间的结合。前三章得出思维是由艺术（尤其是视觉艺术）与知识相互作用之下所构成的，同时思维与艺术、知识又构成了人类认识的立体结构，在这个基础上不断循环往复、螺旋上升。由此从知识、艺术和思维之间的关系谈讨教育问题，，因为教育本身是三者之间的调节器与传道者，教育也就与三者相同具有一个立体性的结构。本文旨在将视觉艺术的图像性直观特征纳入到人类事业的整体关系之中，因为图像在越来越多的成为科学研究、大众交往以及普通生活的中心问题。或许，在人类知识与认知水平上受到更高级的层次中时，视觉艺术思维已经成为了一个基本逻辑。
[Abstract]:In Descartes' metaphysical theory, the carrier of thought is only the power of language. However, with the continuous development of the history of art, and the continuous negative opinions put forward to the study of history, we have a clear understanding that art, especially visual art, like language, not only carries historical events, but also the objective facts. At the same time, it also carries the effective operation of thinking. The basic feature of visual art is image, and the fundamental attribute is diversity. This diversity includes the objectivity of the content, the subject matter, the form of expression and the material, as well as the subjective consciousness of the creative subject and the recipient subject. Therefore, the diversity of visual arts-the rich information content and the conscious activities of the subject of thinking-is a basic category of human vision. Compared with other kinds of art, such as music, literature and so on, visual art occupies most of the information with intuitiveness, which is bound to become the basic carrier of thinking. At the same time, the wide range of knowledge, including the large amount of information, promotes the combination of knowledge and visual art. They complement each other, infiltrate and support each other to form the basic structure of the development of thinking. From the point of view of the relationship between visual art and knowledge as well as the thought of common construction, the article takes the demonstration of the relationship between the three as the basic means to prove that visual art is not only indispensable in the development of human society, history and culture, but will not die out. It also lays a solid path for self-development in its basic attributes and the combination of knowledge and thinking. From the close relationship between visual art and knowledge and their common attributes, this paper discusses the rational thinking operation from the accumulation of basic facts to the higher stage. The first chapter discusses the diversity of artistic description and expression to prove the diversity of visual art in the transmission and acceptance of visual art. Chapter two focuses on the problems related to knowledge. That is, how knowledge forms diversified attributes, how the extensiveness of knowledge is determined in the process of knowledge generation, how knowledge as a culture, how historical information shows its own rich content in the process of transmission, etc. In the third chapter, visual art and knowledge are combined to discuss the basis of thinking on the same basis. In fact, it is to prove that any objective thing or subjective idea, any description or thinking comes from the combination of the two. The first three chapters draw the conclusion that thinking is formed by the interaction between art (especially visual art) and knowledge. At the same time, thinking and art, knowledge constitute the three-dimensional structure of human cognition, and on this basis, it keeps on circulating and spiraling. This paper discusses the problem of education from the relationship among knowledge, art and thinking, because education itself is the regulator and preacher of the three, and education has the same three-dimensional structure as the three. The purpose of this paper is to bring the visual features of visual art into the overall relationship of the human cause, because the image is becoming more and more the central problem of scientific research, mass communication and ordinary life. Perhaps, at the higher levels of human knowledge and cognition, visual art thinking has become a basic logic.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：J01

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