| As teaching theories develop in China,influenced by modern teaching theories and Soviet teaching theories,it manifests the neglect of aesthetic factors in teaching activities of the localization exploration,thus the teaching theories in China failing to take the aesthetic factors like emotion,value and meaning into consideration in the pursuit of nature and rules.Vivid aesthetic factors really exist in the teaching activities.Nevertheless,on one hand,the teaching theories developed under the guidance of rational spirits exclude the real aesthetic factors in teaching activities from the definition of the research objects;on the other hand,for teaching contents,the exploration of the aesthetic dimension is made under rational thinking paradigm,which results in the repression of reason towards sensibility,truth towards beauty,and fact towards value.Under the influence of deconstructive postmodern ideological trend,teaching theory resolves the authority of rationality by deconstruction including dissolving certainties,rejecting systems,and disintegrating center,thus developing the aesthetic dimensions of teaching theories.However,the pursuit of beauty through dissolving the truth can only lead to an emotional carnival-like "nothingness".Hence,the author tries to reflect on the practical problems like "suppressing beauty with truth" in modern teaching theories as well as the opposition and imbalance of truth and beauty like “pursuing beauty by getting rid of truth” in deconstructive postmodern teaching theory on the basis of Whitehead's process aesthetic thoughts of criticizing "the beauty of static" and "the beauty of nothingness".What's more,the author starts from the ontology of Whitehead's process aesthetics to seek for the reasonable construction of the aesthetic dimension of teaching theories based on the adaptive harmony of truth and beauty in "empirical states of affairs".Whitehead's process aesthetics put forward new rules for "beauty" on the basis of process ontology.In the paper,the author clarifies the main contents of Whitehead's process aesthetics through three aspects,i.e.micro perspective,macro perspective,and the relationship between beauty and truth.In micro perspective,the analysis of the ontology of "beauty" is based on that "actual entity" is the only reason for the existence of beauty;while the existence of beauty lies in the occurrence of "actual entity",and theoccurrence process is realized through "prehensions".In the process of "prehensions",when the "occasion of experience" realizes adaptive harmony,perfectly harmonious beauty is created.The realization of this adaptive and harmonious beauty is judged by the completeness of the "subjective forms" in "prehensions",so as to clarify "what it is" when it comes to the concept of beauty.In macro perspective,it takes the beauty of adaptive harmony as a whole of occasion of experience,and breaks static adaptive harmony by introducing “inharmonious” factors,to illustrate the beauty of dynamic harmony that advances to higher goals because of its spontaneity and creativity.Finally,it comes to discussing the relationship between beauty and truth.On the basis of the repression of truth towards beauty as well as and the aggravation of the separation of beauty and truth due to the rebellion of truth in post-modern aesthetics,it explores the equality and symbiosis of truth and beauty in whitehead process aesthetics from ontology,to seek for the adaptive harmony of truth and beauty in the course of empirical development,thus revealing beauty “lies in its place”.From the three aspects above,the main contents of whitehead's process aesthetics and his transcendence of modern sensuous aesthetics and postmodern art philosophy are clarified,thus laying a theoretical foundation for solving practical problems in teaching theory research and exploring the aesthetic implications of teaching theories.From the perspective of whitehead's process aesthetics,in the paper,the author reflects on the discordance between truth and beauty in modern teaching theories and deconstructive post-modern teaching theories,and then discusses how to construct the aesthetic dimension of teaching theories in the adaptive harmony between truth and beauty.Firstly,the author explores the aesthetic dimension of modern teaching theories.It starts from the three basic spirits of modernity: rational spirit,scientific spirit and subjective spirit.By analyzing the essentialist teaching theory and effective teaching theory with rational spirit,the subjective teaching theories with subjective spirit and the main points of view of teaching theories under the influence of psychology with scientific spirit,the author clarifies the basic propositions of modern teaching theories.On the basis of it,the author explores the pursuit of modern teaching theories for the beauty of static harmony,the beauty of sensuality serving reason,and the beauty of arts.Besides,further reflection is made towards the practical problems like the static harmonious beauty caused by the suppression of truth hindering the development ofteaching theory,the suppression of logic truth to the beauty of existence,as well as the dissolution of teaching artistry during the scientific development of modern teaching theories.Secondly,the author discusses the aesthetic dimension of deconstructive postmodern teaching theory.It discusses the basic viewpoints of deconstructive post-modern teaching theory under three theories and its influence on Chinese teaching theory by starting from the deconstruction of reason in hermeneutics,complexity and constructivism.In addition,the author further explores the beauty of generation,the beauty of life,and the beauty of life in deconstructive postmodern teaching theory,and shows the development of the perceptual dimensions realized by dissolving reason in deconstructive postmodern teaching theory.What's more,the author reflects on the practical problems such as nihilism,the pieced development of human beings and the dissolution of the sublime,which can be easily caused by the over-exaltation of deconstructive postmodern teaching theory on the aesthetic dimension.Lastly,from the perspective of Whitehead Process Aesthetics,the construction of the aesthetic dimension of teaching theory is discussed,and the aesthetic dimension of teaching theory is constructed among the relations between truth and beauty,facts and values,logic and aesthetics,rationality and perceptuality.As for the relationship between beauty and truth,based on the purpose of the development of teaching theory,it leads the harmonious development of aesthetics dimensions of teaching theories by higher development purpose from the macro perspective of process aesthetics.Based on that,the author discusses the main contents to construct the aesthetic dimensions of teaching theories by starting from the microscopic theories of process aesthetics;and the relational requirements to construct aesthetic dimensions by starting from the relationship between truth and beauty,equality and harmony in process aesthetics.Finally,it guides and standardizes the construction of aesthetics dimensions of teaching theories by the developmental purpose of teaching theories,by starting from the macroscopical theory of process aesthetics. |
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