Research On Li Zehou’s Aesthetic Education Thought

The formation of Li Zehou’s aesthetic education thought system is a long and tortuous process of change.His aesthetic education thought is an important part of his whole academic thought.His aesthetic education thought is based on Kant’s transcendental philosophy,Marxist aesthetics thought and Chinese traditional Confucianism thought.Li Zehou’s creative transformation and transformation of it formed the anthropological ontological philosophy,also known as the subjective practical philosophy.His aesthetic education thought is a branch of his philosophy thought,which can be roughly divided into three periods.In the early stage,Li Zehou fully stood on the Marxist standpoint,found the "practice" point of view,and introduced it into the field of aesthetics.He introduced Marx’s viewpoint of "humanization of nature" in his Economics-Philosophy Manuscript of 1844 as his aesthetic starting point.First of all,he thought about the questions of "what is the essence of beauty","why is beauty objective in real life","what is the relationship between beauty and real life".By expounding the concepts of "beauty is life","duality of aesthetic feeling",he redefined the value and status of aesthetic education in the academic field.In the mid-term,he continued the Marxist theory of "practice",while absorbing and drawing on Kant’s transcendental philosophy reasonably,and gradually developed and constructed his own subjective practical philosophy and aesthetic system.This paper puts forward such aesthetic ideas as "accumulation theory" and "new perception",and puts forward the aesthetic education idea that "new perception" is the implementation goal.It holds that in the new era,the implementation goal of aesthetic education includes the full implementation of individual,perceptual and non-utilitarian existence,on the other hand,it is also restricted by the development and changes of the times and society,reflecting the spirit of the times.Recently,Li Zehou insisted on "practical philosophy" and sought answers from Chinese traditional culture,especially Confucian culture,putting forward "emotional ontology".Based on the thinking and judgment of the lack of religious beliefs and traditions in China,under the guidance of the theory of "emotional ontology",thefield of "replacing religion with aesthetic education" has been creatively explored.Developing and supplementing aesthetic education thought has become a new driving force of Li Zehou’s theoretical research in the new period,and an important basis for his realization of human freedom and liberation.Through the longitudinal investigation,we find that Li Zehou’s aesthetic education thought develops with the development of the times.From a horizontal point of view,first of all,Mr.Li Zehou defined the connotation of aesthetic education in a broad and narrow sense.He not only expounded the types of aesthetic education from the specific fields of art aesthetic education,dividing aesthetic education into three different levels: perception form,erotic image and life meaning,but also put forward strategies from the practice of aesthetic education,and put forward "emotional time","let beauty return to life",and so on.New concepts such as "attaching importance to aesthetic process" and "actively practicing aesthetic education of technology" have important value and research significance for the perfection of aesthetic education system by combing all aspects of aesthetic education.Secondly,the author compares and distinguishes Cai Yuanpei’s idea of "replacing religion with aesthetic education" with Li Zehou’s idea of "replacing religion with aesthetic education",mainly focusing on the following four aspects: "theoretical basis","philosophical position","era environment" and "aesthetic education value".In contrast,the author finds that Li Zehou’s ideological innovation of "replacing religion with aesthetic education" is to endow "replacing religion with aesthetic education" with new era temperament and value,elucidate its new mission,and put forward "the development of individual subject" and "the cultivation of individual ideal human nature".In a word,Li Zehou’s aesthetic education thought always pays attention to people’s living conditions and respects people’s value and freedom on the basis of practice.His aesthetic education thoughts contain profound humanistic spirit and ultimate concern,which are embodied in two aspects: aesthetic education and truth,aesthetic education and goodness.