| The article, based on the theory of modern aesthetic philosophy and technological aesthetics, expounds on school educational activities from the integrated viewpoint of aesthetics and educational theory. It is composed of five parts:Part One, Introduction, briefly analyzes the study object of educational aesthetics, and puts forward the key contents as well as the major significance of the research project.Part Two introduces the aesthetic inferences about school education. Beginning with the analysis of the constructive functions of aesthetic activities in fostering integral personality, and the analysis of the important organizational principles of aestheticization in the modern society, the author points out in this part that one of the important inspirations brought by aesthetics to school education is that school education should take it as thefundamentals of fostering people that the precise orientation of human mind and its external demonstrations must be realized through diversified aesthetic nurturing. An aesthetic spirit, therefore, is needed to 'aestheticize' school education from every prospect, that is, through understanding and following "the laws of aesthetics", to establish multi-leveled aesthetic educational behavior patterns and aesthetic pursuits contributive to achieve the goal of all-round development so as to make school educational activities attain to an aesthetic height on the basis of seeking for truth and good, to make aestheticization become a school educational form in a broad sense, and to construct a new humanistic-aesthetic spirit in school education. In this part, the author also depicts in depth the componential forms of aesthetic education as well as the existence of school aesthetic field, tentatively reveals the nature of educational aesthetics and its basic characteristics, and criticizes different types of counter-aesthetic phenomena existing in school education.Part Three, discussing the fundamental principles of school education from the aesthetic point of view, argues that, in school education, the value of educational aesthetics cannot be attained unless the basic belief has been established that aesthetics both inspires and unifies truth and good. In this part, the author elaborates on its epistemoiogical foundation, its basic implications and specific contents in school education. To achieve this, the author further affirms that the aesthetic education takes the acquisition of aesthetic perception as its intrinsic psychological condition, affectional education as its medium, artistic education as its foundation and aesthetic educational forms as its additional important conditions. In addition, a number of challenges to school education are dealt with, such as the blending of art with other subjects, the nature of artistic education, the educational implications of scientific aesthetics in school education as well as love education. Part Four, probing into the basic characteristics of theprocess of educational aesthetics, defines the process as the efforts by educators to develop human personality, integrity and historicity in accordance with the aesthetic laws, the genesis and extension of humanity and the elevation of human morals as well as the diversification of aesthetic perception in the minds of the educated. All these imply (1) the demonstration of free quality of human nature, (2) manifestation of creativity of human vitality, (3) the establishment of the harmony between teaching and learning on the basis of interaction and communication, (4) the vivid experience through the combination of knowledge, emotion and meaning. In this part, the author suggests that school education should be permeated with game spirit, that originality of teaching and learning should be used as the cornerstone of aesthetic education and that communication should be set as the kernel of aesthetic interactions in the process of education. The author also emphasizes that learning in the process of education can become an aesthetic experience and anaesthet... |
