Anthropological Analysis Of The Aesthetic Education Of Behavioral Characteristics

Aesthetical education is a complex question. There are many keys on the question. The paper will try to study this question from the point of anthropology of art. Meantime, we hope we can bring about a new view. The theory of aesthetical education may be more reasonably elucidated.Based on anthropological field observation and many facts of other societies or cultures, the paper divide aesthetical education into four parts or layers: system, technology, concept, behavior and choose behavior layer as study point. According to these views of point, we think aesthetical education is a kind of cultural behavior, that's to say, its real nature is society-culture existence.The paper think behavior-characteristic of aesthetical education have three points: the nature of situation; the nature of performance; the nature of commensuration. We try to thick describe it based on the facts of aesthetical education and answer how and why aesthetical education realize its functions. Aesthetical education is process a full of situation, so discussion on aesthetical education must be in the culture situation and in concrete aesthetical education situation that is created by teachers and students. Therefore, aesthetical education is not a teacher-study process, the relation between aesthetical educator and aesthetical education object is not a kind of relation of teacher-study, but is a kind of relation that is situation-orientation. At the moment, aesthetical education show the aesthetical characteristic.The human behavior is full of meanings possessed by different subjects. In different societies, its cultural meanings is different. Form the point of our whole view and trans-culture view, aesthetical education display difference of aesthetical concept. These differences are decided by different living choose and wisdoms, so aesthetical education is not a kind of behavior without purposes, but contain some intentions or purposes. Whatever intentions or purposes aesthetical education contain, the behavior of aesthetical education is subject-behavior. That is to say, intentions or purposes of aesthetical education must belong to aesthetical education subject and demonstrate subject's inclination, conscious, wish, will. Thus, we may say aesthetical education is in fact a perform process of subjectivity.Aesthetical education contain in nature request of commensuration. Since one point of aesthetical education is to impart cultural and aesthetical rules or customs, aesthetical education have relation with commensuration between different cultural groups or individuals. In trans-culture view, aesthetical education also have relation with different culture or aesthetical group. Because aesthetical education is a process full of situation, so the discussion will be disposed concept culture situation. Furthermore, if based the relation of different subject, aesthetical education in fact involve the question of communication, comprehension, identity between different subjects. So the relation of aesthetical education and communication is a question must be faced.