| 对美育地位的哲学阐释 |
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| 引用本文： | 张海波.对美育地位的哲学阐释[J].哈尔滨学院学报,2002,23(3):27-29. |
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| 作者姓名： | 张海波 |
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| 作者单位： | 哈尔滨学院,社科部,黑龙江,哈尔滨,150080 |
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| 摘 要： | 在实践中,人（主体）与外部世界（客体）确立了功利关系与审美关系,外部世界对人而言具有了真,善和美的价值。真与善具有功利性,而审美则是对功利的超越,与作为功利教育的智能与教育不同,美育具有超功利性和感性特征。由此,美育可以有力地影响人的社会生活,并可以培养人的个性与主动性。
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| 关 键 词： | 实践 功利性 美 美育 感性 审美 真 善 美 个性 人 主动性 |
| 文章编号： | 1004-5856(2002)03-0027-03 |
Philosophic Interpretation of the Aesthetic Education Status |
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| ZHANG Hai,bo.Philosophic Interpretation of the Aesthetic Education Status[J].Journal of Harbin University,2002,23(3):27-29. |
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| Authors: | ZHANG Hai bo |
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| Abstract: | In practice, utility and aesthetic relations between human(subject) and outside world(object) are established, and the outside world has the values of "the true, the good, and the beautiful". Being different from intelligence education and moral education, aesthetic education has the characteristics of utility surmounting and perception. Aesthetic education can positively influence the social life and develop human's character and initiatives. |
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| Keywords: | practice utility aesthetics aesthetic education perception |
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