| 乐教与儒家人格教育的审美建构 |
| |
| 引用本文： | 王琴.乐教与儒家人格教育的审美建构[J].教育文化论坛,2011,3(2):27-30. |
| |
| 作者姓名： | 王琴 |
| |
| 作者单位： | 北京师范大学,香港浸会大学联合国际学院中国语言文化中心,广东,珠海,519085 |
| |
| 摘 要： | 中国古代乐教是礼乐政治文化的产物,但其意义却并不仅限于政治。乐教发展过程中接受主体对乐的体验、认识与运用,拓展了主体深赋情韵的现实人伦关怀与道德理想,它自由无羁、充实光辉的人格精神冲破了有限存在及上下与天地同流的超越情怀。儒者在乐教中完成了人格精神世界的审美建构,其中含蕴的教育思想值得借鉴。
|
| 关 键 词： | 乐教 乐德 人格精神 审美 |
Music Education and Aesthetic Construction of the Confucian Character |
| |
| Wang Qin.Music Education and Aesthetic Construction of the Confucian Character[J].Joumal of Education Culture,2011,3(2):27-30. |
| |
| Authors: | Wang Qin |
| |
| Institution: | Wang Qin (Chinese Language and Culture Center,United international College,Zhuhai,Guangdong,519085) |
| |
| Abstract: | Ancient Chinese music education was a product of political culture, but its significance was not limited to politics. Through experiencing, understanding and using music, the Confucian scholars were able to realize their human concerns and moral ideals, and with a free spirit, they could have their personality further developed achieving unity with nature. The Confucian scholars completed aesthetic construction in their spiritual world through attending music lessons. This has rich implications for modern e... |
| |
| Keywords: | music education musical ethics personality aesthetic appreciation |
| 本文献已被 CNKI 维普 万方数据 等数据库收录！ |
|
