Return To The Aesthetic Of The Source

The non-aesthetic art education in contemporary China was generalized in this dissertation into two typical tendencies, i.e. disregard of life subject and that of art subject, which also are the two representations of rationality and sensibility noumena evolved in the traditional art education. Noumenon of rationality emphasizes the definite, the order and the procedure, and focuses on instilling knowledge and technique, while the sensibility emphasizes the non-definite, the disorderliness and enhances individual emotion and free will. Both the rationality and the sensibility noumena are limited within the dichotomy of the aesthetic thought, and therefore result in non-aesthetics of art education. With regard to the above tendencies, it was studied the aesthetic relationships among the elements of the art education as well as the building processes of the different psychological aesthetic mechanics, endeavoring to transcend the dichotomy for a solution to the issues in the art education. The study was further extended to how to effectively construct aesthetic intentions in the art education practices. As results, it was proposed that the key component of the aesthetic constitution be a process where the aesthetic subject and the art form interact and constitute reciprocally. From the perspective of aesthetic subject, the aesthetic is a process that choices of the aesthetic subject occur initiatively and subsequently the essential changes hi his heart. From the view angle based upon the art form, the essential changes in the aesthetic subject's heart gradually deepen with the art perception and appreciation, the art creation and expression, and the art reflection and evaluation. The art education consists organically of the heterogeneous elements, i.e. the learner, the art and the art instructor. Each element should exert actively as an initiative part, penetrating into one another, and establishing the relationship for an ecologically sustainable development.