評析自然美學的爭論及其在美育上的意涵
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2015-06-??
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教育研究與評鑑中心
Center for Educational Research and Evaluation
Center for Educational Research and Evaluation
Abstract
當代美學多只專注於藝術領域的研究，自然美學則對自然美感欣賞方面有深入的討論。本文即在以文獻分析法，分別論述認知取向與非認知取向的自然美學主張，接著評析兩派的爭論點，並闡釋其在美育上的意涵。認知取向的學者強調科學、民間故事、神話與宗教等知識能幫助自然的美感欣賞，非認知取向的學者則反對認知的必要性，主張感官、情感、融入與想像的重要性。兩派的爭論集中在認知與美感欣賞的關係及淺層或深層的問題。本文認為美感欣賞與認知並不衝突，且兩種取向都能達到深層的欣賞。依此，本文對美育提出了三點啟示：一、加強自然欣賞的美感教育；二、結合認知與非認知取向的自然美感欣賞教學；三、由自然美感欣賞教育提升生命的境界。
Most contemporary aesthetics always focus on the field of arts, while aesthetics of nature explores more on the aesthetic appreciation of nature. This paper uses literature analysis as the method to discuss the different critical stance between the cognitive approach and the non-cognitive approach in terms of the aesthetics of nature, reviews argument points of the two approaches and interprets their meaning for aesthetic education. Scholars of cognitive approach emphasize that the knowledge of science, folklore, mythology and religion can help us to appreciate natural beauty. Scholars of non-cognitive approach oppose the necessity of knowledge and emphasize the importance of sense, emotion, engagement and imagination. The two debates focus on the relationship between cognition and aesthetic appreciation, and on the problem of trivial and serious in aesthetic appreciation of nature. The study argues that aesthetic appreciation is not necessarily in conflict with cognition, and both are able to reach a deep level of appreciation. Accordingly, this study indicates three meanings for aesthetic education: 1. To strengthen aesthetic education of natural appreciation. 2. To integrate cognitive approach and non-cognitive approach into the teaching of aesthetic appreciation of nature. 3. To expand the vision of life through aesthetic education of natural appreciation.
Most contemporary aesthetics always focus on the field of arts, while aesthetics of nature explores more on the aesthetic appreciation of nature. This paper uses literature analysis as the method to discuss the different critical stance between the cognitive approach and the non-cognitive approach in terms of the aesthetics of nature, reviews argument points of the two approaches and interprets their meaning for aesthetic education. Scholars of cognitive approach emphasize that the knowledge of science, folklore, mythology and religion can help us to appreciate natural beauty. Scholars of non-cognitive approach oppose the necessity of knowledge and emphasize the importance of sense, emotion, engagement and imagination. The two debates focus on the relationship between cognition and aesthetic appreciation, and on the problem of trivial and serious in aesthetic appreciation of nature. The study argues that aesthetic appreciation is not necessarily in conflict with cognition, and both are able to reach a deep level of appreciation. Accordingly, this study indicates three meanings for aesthetic education: 1. To strengthen aesthetic education of natural appreciation. 2. To integrate cognitive approach and non-cognitive approach into the teaching of aesthetic appreciation of nature. 3. To expand the vision of life through aesthetic education of natural appreciation.