An Exploration Into The Curriculum Harmony: A View From Life-aesthetics

Based on the tendency of the curriculum aesthetic development in China, this paper approaches the essence and characters of curriculum aesthetic from the view of life-aesthetics, focusing on curriculum harmony. Life-aesthetics is the necessary course of social and aesthetic development. It takes life being as its native threshold and defines the connotation of life as the body which gives birth to beauty. Accordingly, aesthetic feeling always come from human's work. Basically, the essence of contemporary curriculum lies in human's learning-life. Therefore, life-aesthetics defines the curriculum aesthetic as the learning-life activities in which learning-life vigor is activated with cheerful feeling. Hence, in author's opinion, the traits of curriculum with aesthetic orientation include six aspects: living as a whole man, experiencing, learning, cheering and being ideal. Moreover, curriculum harmony, one of the curriculum aesthetic orientation forms, is an ultimate trend of curriculum aesthetic orientation. Essentially, in order to integrate the students' learning life into social culture, it brings about a smooth activation and realization of students' learning life vigor by beautifying the elements of curriculum and improving the relationships among them. In this paper, the author probes into the curriculum harmony from two aspects. One is to beautify the four coexistent elements of curriculum including teachers, students, curriculum contents and environments. The other is to build up six couples of relationships between each two coexistent elements, namely, teachers and students, teachers and contents, teachers and environments, students and contents, students and environments, contents and environments.