From Learning Through Entertainment To The All-round Development Of Peopl

Throughout the development history of western aesthetic education,although Schiller was the first person to formally define "aesthetic education",western research on aesthetic education had already begun in Ancient Greece and Rome.This paper divides the evolution of western aesthetic education into three stages,based on the following points: in the history and logic of the evolution of western aesthetic education,the change of philosophical world view plays a decisive role,which is the entry point of this paper to study the history of the evolution of western aesthetic education.According to this division,the changing state presented by the development of western aesthetic education view can be viewed from two logical levels.From the static logic level,the development course of western aesthetic education thoughts constitutes two connotations of aesthetic education,namely,the theory of art education and the theory of life aesthetic education.The former is the aesthetic education view from Plato to German classical aesthetics,and the latter is the new view of aesthetic education of Marx and the western philosophers after him.From the perspective of dynamic logic,these two aesthetic education theories reflect the changes of western philosophical worldview.The former is based on the cognitive relationship between man and the world,while the latter is based on the practice-survival relationship between man and the world.Compared with many aesthetic education thoughts in the history of western aesthetic education thoughts,these two views are the fundamental views of Western aesthetics on aesthetic education.The first part of this paper discusses that Plato and Aristotle laid the philosophical foundation of western aesthetic education.Plato pointed out the due responsibility and obligation of literature and art education,while Aristotle established the legitimacy of pleasure in aesthetic education from a philosophical sense.They created the western aesthetic education tradition of "teaching through lively activities" based on the epistemological thinking of subject and object,and cognition is the main feature.Art education is the main form.The second part tells that Schiller planted the seeds of aesthetic reform while promoting the traditional aesthetic education to glory.Schiller believed that beauty was the only way to save mankind.The formation of Schiller’s aesthetic education thought was influenced by Kant’s aesthetics on the one hand,and derived from his analysis of the development of human social civilization on the other hand.Therefore,his aesthetic education thought not only had a strong idealist color but also contained a materialistic meaning.This contradiction leads him to exaggerate the value and function of aesthetic education and push the traditional aesthetic education to the peak,but also shake its foundation.Schiller’s view of aesthetic education has implied a new vision of aesthetic education research.The basic feature of Schiller’s view of aesthetic education is the unification of the purpose and realization means of human perfection in aesthetics.The third part discusses Marx’s subversion of the western mainstream of epistemological aesthetic education after Schiller.Based on the theory of practice,Marx put forward the view that "labor creates beauty",and labor practice is the root of beauty and the fundamental way of aesthetic education.The goal of aesthetic education changes from understanding the origin of the world and pursuing the perfection of human nature to promoting the all-round development of human beings.Aesthetic education is to meet the needs of human beings themselves.Compared with the epistemological aesthetic model,the ideal,the way to realize and the connotation of aesthetic education are new.Western aesthetic education has opened a new trend of "life aesthetic education" towards realism.Life oriented is the prominent feature of Marx’s aesthetic education.