發(fā)布時(shí)間：2018-05-30 00:45

  本文選題：審美 + 啟蒙��； 參考：《浙江師范大學(xué)》2004年碩士論文

【摘要】：在文學(xué)教育中，審美與啟蒙的矛盾一直是一個(gè)爭(zhēng)論不休的話題。從廣義上來(lái)理解，審美與啟蒙在本原意義上是統(tǒng)一的。審美是一種與現(xiàn)實(shí)的超功利或非功利關(guān)系，目的是使人獲得情感享受和精神愉悅；啟蒙就是破除蒙昧，解放人性，把人從功利關(guān)系的束縛中解放出來(lái)。盡管兩者實(shí)現(xiàn)的途徑不同，審美主要是通過(guò)感性直觀實(shí)現(xiàn)超功利，啟蒙主要是通過(guò)理性啟迪實(shí)現(xiàn)超功利，但它們都指向人的解放和意義的獲得。理想的文學(xué)教育應(yīng)該是這種廣義的啟蒙與審美的統(tǒng)一。但是在人類社會(huì)尚不完善的歷史階段，啟蒙往往被狹義化，審美也往往被異化。20世紀(jì)初中國(guó)內(nèi)憂外患的民族困境和文學(xué)知識(shí)分子傳統(tǒng)的憂患意識(shí)，使啟蒙被狹義化為改造國(guó)民性的運(yùn)動(dòng)，而舊文學(xué)中審美與蒙昧的勾結(jié)也使得審美被封建蒙昧化，日益將國(guó)民精神引向墮落。這樣，本質(zhì)相通的審美和啟蒙在魯迅的時(shí)代產(chǎn)生了分立。面對(duì)分立的兩者，魯迅的選擇是凸顯啟蒙，擱置審美。作為偉大的文學(xué)家，他當(dāng)然深諳文學(xué)的審美本性，但是形勢(shì)如此嚴(yán)峻，通過(guò)“立人”來(lái)“立國(guó)”的愿望如此強(qiáng)烈，他無(wú)暇過(guò)多顧及審美，而在文學(xué)中注入了大量的啟蒙理性精神。同時(shí)，被封建蒙昧化了的審美也無(wú)助于解放人性，反而會(huì)加劇國(guó)民性的墮落。因此，他創(chuàng)造了大量新的審美形式，以與舊文學(xué)審美徹底決裂。這就形成了魯迅重啟蒙、輕審美的文學(xué)教育思想。隨著歷史條件的變化，當(dāng)代的文學(xué)教育中審美與啟蒙的重新統(tǒng)一，，既是可能的也必要的。而審美與啟蒙的統(tǒng)一，恰好可以解決當(dāng)今關(guān)于文學(xué)教育的爭(zhēng)論。當(dāng)代文學(xué)教育中主要存在著唯語(yǔ)言論、唯思想論和唯審美 論三種取向，它們的共同缺失在于對(duì)文學(xué)價(jià)值的片面化理解。文學(xué)教 育不僅僅是審美教育，也不僅僅是思想教育，更不僅僅是語(yǔ)言教育， 在文學(xué)教育中，審美、思想、語(yǔ)言三者是緊緊融為一體的。審美是文 學(xué)理想態(tài)的本質(zhì)，啟蒙是文學(xué)現(xiàn)實(shí)態(tài)的任務(wù)，審美和啟蒙依托于語(yǔ)言 具體形態(tài)而得以實(shí)現(xiàn)。其中，審美是核心，思想教育和語(yǔ)言教育圍繞 審美展開(kāi)。當(dāng)代文學(xué)教育是一種感性啟蒙，即審美與啟蒙的統(tǒng)一:當(dāng) 代文學(xué)不能沒(méi)有批判精神，但啟蒙的具體內(nèi)涵發(fā)生了創(chuàng)造性的轉(zhuǎn)換; 文學(xué)啟蒙不是直接的道德說(shuō)教和理念灌輸，而是必須通過(guò)審美達(dá)于啟 蒙;當(dāng)代文學(xué)教育中，啟蒙和審美都應(yīng)恢復(fù)其廣義的和理想的涵義， 這樣，審美即啟蒙，審美本身就是文學(xué)教育的目的，審美的獲得也就 是啟蒙的完成。
[Abstract]:In literature education, the contradiction between aesthetics and enlightenment has always been a controversial topic. In a broad sense, aesthetics and enlightenment are unified in the original sense. Aesthetics is a super-utilitarian or non-utilitarian relationship with reality, the purpose of which is to obtain emotional enjoyment and spiritual pleasure, and enlightenment is to break away ignorance, liberate human nature and free people from the bondage of utilitarian relations. Although the two approaches are different, aesthetic is mainly through perceptual intuition to achieve super-utilitarian, enlightenment is mainly through rational enlightenment to achieve super-utilitarian, but they all point to the liberation of human beings and the acquisition of meaning. The ideal literature education should be the unity of enlightenment and aesthetics. However, in the imperfect historical stage of human society, enlightenment is often narrow and aesthetic appreciation is often alienated. At the beginning of the 20th century, the national plight of China's internal and external troubles and the traditional distress consciousness of literary intellectuals were also observed. The movement of transforming national character into enlightenment is narrow sense, and the collusion between aesthetics and obscurity in the old literature makes aesthetics become feudal obscurity, leading the national spirit to depravity day by day. In this way, the essence of the aesthetic and enlightenment in the Lu Xun era produced a separation. Faced with the separation of the two, Lu Xun's choice is to highlight enlightenment and shelve aesthetics. As a great writer, he certainly understood the aesthetic nature of literature, but the situation was so severe that he had no time to care too much about aesthetics because of the strong desire to "build a country" through "building people." And in the literature has injected a large number of enlightenment rational spirit. At the same time, the feudal obscurity of the aesthetic will not help liberate human nature, but will exacerbate the depravity of the national character. Therefore, he created a large number of new aesthetic forms to break with the aesthetic of the old literature. This formed the literary education thought of Lu Xun emphasizing enlightenment and neglecting aesthetics. With the change of historical conditions, the unity of aesthetics and enlightenment in contemporary literature education is not only possible but also necessary. The unity of aesthetics and enlightenment can solve the debate about literature education. There are mainly linguistic, idealistic and aesthetic theories in contemporary literature education. On the three orientations, their common deficiency lies in the one-sided understanding of literary value. Literature teaching Education is not only aesthetic education, nor ideological education, but also more than language education. In literature education, aesthetics, thought and language are closely integrated. Aesthetics is literature Learning the essence of ideal state, enlightenment is the task of literary reality, aesthetics and enlightenment depend on language The concrete form can be realized. Among them, aesthetics is the core, ideological education and language education revolve around Aesthetic development. Contemporary literature education is a kind of perceptual enlightenment, that is, the unity of aesthetics and enlightenment: when The literature of the generation can not be without critical spirit, but the specific connotation of enlightenment has undergone a creative transformation; Literary enlightenment is not a direct moral preaching and conceptual indoctrination, but must be achieved through aesthetics. In contemporary literary education, both enlightenment and aesthetics should be restored to their broad and ideal meanings. In this way, aesthetics is enlightenment, aesthetic itself is the purpose of literary education, aesthetic acquisition is also It is the completion of enlightenment.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2004
【分類號(hào)】：B83

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 劉娜;;淺談高職院校大學(xué)語(yǔ)文教學(xué)的三條“鐵律”[J];科教導(dǎo)刊(中旬刊);2011年11期

相關(guān)碩士學(xué)位論文 前1條

1 徐禎;審美認(rèn)知、審美體驗(yàn)與大學(xué)生綜合幸福感的關(guān)系研究[D];西南大學(xué);2007年

本文編號(hào)：1953185