Metaphysics And Aesthetic Education Thoughts Of Zhong He

Poetry, ritual and music as the main components of Chinese ancient aesthetic educationthoughts, their aesthetic functions were explained completely since the Spring and AutumnPeriod. The development of Chinese ancient aesthetic education thoughts has been permeatedwith the concept of zhong he, which is not only its main concept but also its approach andobjective. Zeng Fanren puts forward the Zhong he aesthetic education theory, he insists thatthe core of Chinese ancient aesthetic education thoughts is zhi zhong he, which is based on theculture concept of harmony of man and nature. In the Wei and Jin Dynasties, Chinese ancientaesthetic education thoughts had developed, improved and changed a lot, because ofmetaphysics, a philosophical sect in the Wei and Jin dynasties, which had produced extensiveinfluence on Chinese ancient aesthetic education thoughts. Therefore, the study on therelationship between them is an important subject.With the development of metaphysics, metaphysical educational thought came into beingand become more and more popular, it was the result of changes of esthetic concepts in theWei and Jin dynasties and in turn served the development of aesthetic education. Throughfour aspects, metaphysics began to infiltrate into the field of aesthetic education: First,metaphysicians and experts of aesthetic education; Second, far-reaching conception ofmetaphysics and pursuit of aesthetic education; Third, categories of metaphysics andcategories of aesthetic education; Last, philosophical thinking about beauty. This not onlyaffected people’s mental state, but also People’s aesthetic interest.The relationship between aesthetic education thoughts in the Wei and Jin dynasties andZhong he aesthetic education theory since the pre-Qin period, is not a simple inheritancerelationship, nor innovation relationship, but a sublation relationship. As for Chinese traditionZhong he aesthetic education theory, aesthetic education in the Wei and Jin dynasties inheritedits essence and at the same time developed its own features. It is deeply influenced bymetaphysics, and makes the individual not the society become the center of the aestheticeducation, but it is also based on the culture concept of harmony of man and nature, and thefinal purpose points to the harmony and fullness of people’s life. Therefore, aestheticeducation in the Wei and Jin dynasties still belongs to the scope of the Chinese traditionZhong he aesthetic education theory. Metaphysics has a profound impact on Chinese tradition esthetic education, it injectsfresh blood into Zhong he aesthetic education theory, and makes Zhong he aesthetic educationtheory change a lot in many ways, include morphological characteristics, intrinsic idea,conceptual category and aesthetic pursuit. Finally, in the Wei and Jin dynasties he becomesthe core of esthetic education. In the morphological characteristics aspect, under metaphysicsinfluence, personality stands out in esthetic education in the Wei and Jin dynasties, and itembodies in two ways, natural esthetic education and artistic esthetic education. In theintrinsic idea aspect, he and individual become the core of esthetic education. Before the Weiand Jin dynasties, esthetic education is a tool of political ruling, the ultimate aim is to realizeruler’s political ideal. In the conceptual category aspect, beauty is subdivided into shen yunand feng gu. And in aesthetic pursuit aspect, esthetic education in the Wei and Jin dynastiesnot only pays attention to people’s outer appearance, dress and manner, but also places greatimportance on people’s inner sprits.The entire system of Chinese ancient esthetic education has a very important effect onancient person’s full life–shaping, and dealing well with the relations between man andnature, man and society. To sum up, Chinese ancient esthetic education, on the one hand,promotes people’s character building on the base of the harmony of man and nature, and fullwith individual Beauty. On the other hand, Chinese ancient esthetic education has importantsignificance for contemporary aesthetic education, so Chinese modernity aesthetical educationmust learn beneficial ingredients from Chinese ancient zhong he aesthetical education theory.