席勒美育思想中的人文內涵

Abstract

本研究試圖探究席勒美育思想中的人文內涵，以解決當前藝術與人文課程所面臨的困境。席勒是歷史上首位提出「美感教育」一詞的哲學家，其思想深受康德和歌德兩人影響，而帶有鮮明的二元論與調和的色彩。席勒以此建構出其豐富的人文內涵之美育論述。席勒認為人有兩次的誔生，第一次的誕生是自然賦予人的，使人具有感性和理性的雙重天性；第二次的誕生是美賦予人的，使自由成為人性的可能。席勒並提出自然、自由、及遊戲等核心概念，構成了他美育思想的完整圖像。依據上述的研究結果，提出如下的建議：一、融入人文內涵的教育思維；二、加強人文素養的師資培育；三、喚起人文關懷的校園氛圍。

The purpose of the study aims to investigate the humanities within Schiller’s Thought of aesthetic education, and to sort the problems out that arts and humanity encounter for the moment. Schiller, the first philosopher, claimed “aesthetic education” in the history. Schiller’s aesthetic thought is very much influenced by Kant and Goethe which makes his thought abound in the distinctive features of dualism and harmonization that constitutes a variety of aesthetic education discourses of humanities. Schiller indicates that human being has two births: the first birth of man is given by Nature which makes man possess the double nature of sense and ration; the second birth of man is given by Beauty which makes the freedom possible. Moreover, he claims the core concept of Nature, Freedom, and Play that composes the whole picture in his aesthetic education thought. Based upon the findings of this study, it provides following suggestions, to begin with, fusing the humanities of the educational thinking; secondly, improving teacher education with abundant humanities; finally, evoking humanities caring in campus.