Research On Aesthetic Education Thought Of Cheng Zhu School In Song Dynasty

Since the socialism with Chinese characteristics entered the new era,the problem of aesthetic education has been paid more and more attention by the party and the state.Nearly two years,the CPC Central Committee and the State Council jointly issued one after another the Ministry of Education about the opinions of the strengthen conscientiously the work of a new era of higher school aesthetic education "," about strengthening and improve the work of the new era of school aesthetic education opinions,expresses the country to promote aesthetic education from the policy level determination and urgent work reform,thus promote the aesthetic problems in the theory and practice have entered a new round of research and innovation.This study focuses on the exploration of traditional aesthetic education experience and wisdom in ancient China.With the exploration of ideological history as the main body,this study investigates the development context,basic views,main features and influences of the aesthetic education thought of Cheng Zhu School in the Song Dynasty.This paper is divided into four chapters,the introduction and the main body.The framework and main contents are as follows:The preface introduces the origin of this study and the statement of the problems,and points out that the current country has put forward new requirements for the in-depth study of aesthetic education theory,the elimination of the dilemma of aesthetic education practice and the reform of aesthetic education work.In combination with the study content of this major,the author chooses the aesthetic education thought of Cheng Zhu School in Song Dynasty as the research theme.The concept definition part selects "aesthetic education","aesthetic education thought and the tradition of rites and music education","Cheng Zhu school" as the core concepts,"aesthetic education" part of its superior concept "aesthetics" theoretical source,summarizes the brief course of western aesthetic education thought from modern times into China to the new development of the contemporary.The "aesthetic education thought" part combs the main viewpoint and the evolution course of the Chinese traditional aesthetic education thought;The "Cheng-Zhu School" partly defines the specific scope of the concept,and summarizes the main academic viewpoints of the representatives of Cheng-Zhu Neo-Confucianism.In the literature review part,three contents of "ancient Chinese aesthetic education thought","ancient Chinese Confucian aesthetic education thought" and "Cheng Zhu School aesthetic education thought" are selected to gradually refine and deepen into the specific field of this study,and relevant research categories are discussed in literature.Finally,the theory,significance,innovation,deficiency and research methods of this study are introduced.The first chapter introduces the historical background of the emergence and development of the Cheng-Zhu School’s aesthetic education thought,and analyzes the environment and soil of the formation and development of the Cheng-Zhu School’s aesthetic education thought from the perspectives of economic origin,political motivation and cultural support.The economic part summarizes the new changes of economic life in Song Dynasty from the perspective of the improvement of productivity promoted by science and technology and the development of commodity and town economy.The political part focuses on the field of superstructure,emphasizing the profound influence of the cultural and educational policy and ethnic contradictions on the political environment of the Song Dynasty.The cultural part points out that the change of cultural trend of thought and the change of aesthetic fashion caused by the change of the group of scholars brought about by the political and economic changes is the direct factor that gestates the evolution and formation of the aesthetic education thought of the Cheng Zhu School of Confucianism in the Song Dynasty.The second chapter introduces the evolution course of the formation and development of the aesthetic education thought of Cheng Zhu School.The author divides it into the foundation stage,the development stage and the maturity stage.The foundation period mainly introduces the trend of the circle of classics,literature and history and the political circle returning to the traditional Confucianism in the early Song Dynasty,including the thoughts and practices of Hu Yuan,Sun Fu and Shi Jie,the three scholars in the early Song Dynasty,carrying forward the Confucian principles and criticizing Buddhism,and the new exposition of the rites and music system by Ouyang Xiu and Wang Anshi.In the period of development,it introduces the ontological construction of Chengzhu School aesthetic education,which Zhou Dunyi initiated "Wuji--Taiji--Human Ji",and further includes the content of his cultivation theory,aesthetic realm theory and ritual and music thought.Shao Yong’s contribution to Chengzhu School’s aesthetic education methodology of "viewing things by things" mainly includes his view of sages and methodology;Zhang Zai’s division of "nature of heaven and earth" and "nature of temperament" extended the logic of aesthetic education of Cheng and Zhu School,including the ontology of Zhang Zai’s Neo-Confucianism,the theory of human nature and the view of aesthetic education.Cheng Hao and Cheng Yi’s thoughts of "nature,principle and one element" on the aesthetic education thought of Cheng and Zhu School,the second Cheng’s aesthetic education theory of Gongfu and Kongyan’s theory of happiness;Zhu Xi summed up the aesthetic education thought theory of Cheng-Zhu School,including the aesthetic education ontology of the duality of li-qi and the foundation of the theory of mind-nature.The third chapter summarizes the basic content of Cheng Zhu School’s aesthetic education thought in Song Dynasty,and sorts out the main theoretical achievements from four aspects: ontology,skopos theory,realm theory and Gongfu theory.The ontological part summarizes the aesthetic subject and way of the integration of nature and man through the construction of the principle and the extension of qi,and sets up the philosophical basis and speculative frame of the aesthetic education thought of Neo-Confucianism.The part of Skopos Theory introduces the aesthetic personality advocated by the aesthetic education thought of Cheng and Zhu School,and integrates the aesthetic spirit into the purpose and development of ethics.The part of realm theory summarizes the main viewpoints of Neo-Confucianists who are happy to talk about "Confucius and Yan’s Pleasure",analyzes the connotation of this issue and then briefly analyzes the highest realm of Confucian aesthetic education "Pleasure".The part of Gongfu theory introduces the trend of "noumenon--Gongfu" in aesthetic education thinking from separation to unity,and further analyzes its main influence.In addition,this chapter also introduces the main characteristics of Cheng-Zhu School aesthetic education thought,the author emphatic induces three angles: ontology philosophy,speculative reason and ethical standard.The first title mainly introduces its philosophical speculative features,and the second and third titles,based on the significant characteristics of the deep integration of aesthetic education and ethical education of Cheng Zhu School,analyze the mutual relationship between the deep integration and the imbalance of the two.The fourth chapter points out the historical influence and contemporary enlightenment of the aesthetic education thought of Cheng Zhu School in Song Dynasty.Based on the context of the history,the formation and development of cheng zhu school aesthetic education to the traditional Confucian music bring enlightenment aesthetics spirit and Chinese traditional aesthetic education theory of positive and negative two aspects of history,on the one hand,the formation of neo-confucianism aesthetic education thought is a return of the latter and the Renaissance,another aspect also accelerated the spiritual kernel of the latter to collapse.The enlightenment part returns to the theory and practice category of contemporary aesthetic education development,and puts forward the experience enlightenment from the three aspects of theoretical excavation,policy guidance and practical requirements.From the perspective of aesthetic education theory,the direction of theoretical research should be the shift from the traditional Confucian aesthetic education tradition of "the combination of beauty and goodness" to the contemporary construction and cultivation of "aesthetic life".From the perspective of policy orientation,the basic direction of the reform of the country’s aesthetic education work is to pay attention to the integration of aesthetic education thought and the spirit of The Times,so that aesthetic education can obtain lasting social vitality.In terms of practical requirements,the practice of contemporary aesthetic education should pay special attention to the implementation of aesthetic education into the daily life experience of the educated,and realize the exploration and creation of beauty from the height and starting point of education.The conclusion of this paper reviews the core issues and main conclusions of this study.The author focuses on the process,clue,content,characteristics,influence and inspiration of the formation and development of aesthetic education thought in the theoretical system of Cheng Zhu School in the Song Dynasty.The main conclusions of this study include: firstly,the aesthetic education thought of Cheng Zhu School is influenced by the formation and development of Neo-Confucianism,and has the characteristics of ontological philosophy and speculative reason,especially in the theory of human nature,the theory of mind and the theory of kung fu;Second,the aesthetic education thought of Cheng Zhu Li and the ethical education thought are both deeply integrated and mutually opposite,which together constitute the important educational connotation of Cheng Zhu Neo-Confucianism.Thirdly,Cheng Zhu’s Neo-Confucianism aesthetic education thought is a kind of return and development of the aesthetic education spirit of traditional Confucian rites and music education,which is of great significance for understanding the Chinese Confucian aesthetic education tradition.Finally,the author puts forward personal thoughts on the development and construction of the theoretical system of aesthetic education of socialism with Chinese characteristics in the new era,and points out that it is of great significance to explore and construct the spiritual connotation of aesthetic education in the new era based on historical thinking.