| 人的图像、想象力与文化实践--论克里斯托夫·武尔夫的教育人类学美育思想 |
| |
| 作者姓名： | 刘慧姝 |
| |
| 作者单位： | 华南师范大学文学院 |
| |
| 基金项目： | 国家社会科学基金重大项目“西方美育思想史”(15ZDB024)的阶段性成果。 |
| |
| 摘 要： | 克里斯托夫·武尔夫以历史与文化作为教育人类学的切入点,探究图像生成与想象力、表演、文化实践的关系。想象力具有动力性、集体性与表演性。人类凭借想象力,在模仿性过程中生成了诸如游戏、舞蹈、仪式、体态语等图像与社会文化行动,并将这些图像形式转化到集体想象与个体想象世界之中。想象力的教育有助于学生们提升创造力与创新性;想象力能使他们基于自身的文化体验来理解他者的文化与处境,逐步形成宽容与开放的心态,在动态中促进文化与社会的发展。武尔夫的研究展现了教育人类学领域的跨科学性与开放性,指明了教育人类学的美育任务与挑战,揭示了模仿性学习与表演性学习在审美教育中的重要作用,推动了教育人类学全新知识维度的发展。
|
| 关 键 词： | 人的图像 想象力 表演性 模仿学习 文化习得 |
Human Image,Imagination and Cultural Practice:On Christoph Wulf's Aesthetic Education Thoughts of Educational Anthropology |
| |
| Authors: | LIU Hui-shu |
| |
| Institution: | (School of Chinese Language and Literature,South China Normal University,Guangzhou 510006,China) |
| |
| Abstract: | Christoph Wulf uses history and culture as the entry point of educational anthropology,and explores the relationship between image generation and imagination,performance,and cultural practice.Imagination is dynamic,collective and performative.With the imagination,humans generate images and social and cultural actions such as games,dances,rituals,body language,etc.in the process of imitation,and transform these image forms into the world of collective imagination and individual imagination.The education of imagination helps students enhance creativity and innovation;imagination can enable them to understand the culture and situation of others based on their own cultural experience,gradually form a tolerant and open mind,and promote cultural and social development in the dynamic.Wulf’s research is supposed to demonstrate the interdisciplinary and open nature of educational anthropology,specify its task of aesthetic education and challenges,reveal the important role of imitation learning and performance learning in aesthetic education,and thus promote the new dimension of knowledge development in educational anthropology. |
| |
| Keywords: | human image imagination performance imitation learning cultural acquisition |
| 本文献已被 维普 等数据库收录！ |
|
