席勒（F. Schiller）遊戲理論及其教育美學蘊義之衍釋

Abstract

本研究旨在探討德國的詩人、劇作家、教育學家及哲學家席勒(Friedrich Schiller)的遊戲理論在教育美學上的價值，透過詮釋學與概念分析的哲學方法，先了解其生平與時代脈絡，以掌握其理論背景。再者，深入其深具新人文主義的理論核心，探討其理論與概念，得知席勒遊戲理論以人性為基礎，強調人與美經由遊戲互動，以達最高理想—自由。進而，從他人對於席勒理論的評論及研究者研究所得闡述對於其理論之貢獻與評論。綜前所述，本研究提出席勒的遊戲理論於教育美學的啟示以作為臺灣教育發展之參照，歸結如以下三點： 一、教育的本質是教人成人的活動，且是活的形式的展露，引領我們進入遊戲，追求質樸與自由。 二、教師進入遊戲狀態，可以開展出藝術化的教學型態，有利美感經驗生成。 三、學生美感經驗的塑造有賴於培養學生感受知覺能力，提供具有美感的素 材。 四、教育環境的美感營造能對學生產生境教的作用，且透過領導美學的支持能讓教育環境發揮最大的教育功能。

The main idea of the research is to talk about Friedrich Schiller’s Theory of Play and its implication on Aesthetics of Education. The hermeneutics and analytic philosophy method were adopted to analyze the background of Schiller and his age, and to understand his theory. Schiller is a neo-humanist, who emphasizes on the harmony of reason and sense in human nature, so that his Theory of Play means to restore the complete Man through the cultivation of art and beauty. Play is the interaction between Man and beauty, and Man can get freedom when he is playing. In order to use Schiller’ s implication on Aesthetics of Education as the reference for the development of education in Taiwan, there are four key points as following: 1. The essence of education is to make people educated, and education should be a living form. Education leads us to get into the state of play, and pursue the ideal goal, freedom. 2. Teachers get into the state of play so that they can create four modes of artistic teaching. 3. The composing of students’ aesthetic experience lies in cultivating students’ sensuous ability and providing materials with aesthetic characteristics to students. 4. Students’ sensuous ability can be developed by engaging students in beautiful educational environment, and if the educational environment is emphasized by a leader who has the sense of aesthetics, good effects on developing students’ sensuous ability will be maximized.