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The Study of Zong Baihua’s Thought on the Curriculum of Life Aesthetic Education

Author: HuangYan
Tutor: ZhouYong
School: East China Normal University
Course: Curriculum and Pedagogy
Keywords: Zong Baihua Life Aesthetic Education Art Education aesthetic curriculum
CLC: G40-014
Type: Master's thesis
Year: 2010
Downloads: 180
Quote: 0
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Abstract


The earliest aesthetic curriculum in China can be traced back to The Six Liberal Arts Education in Confucian Academy. After that, the tradition of Completion with Music Education and Roaming in Art became a main vein of Chinese cultural education. Following the Opium War, western culture and pragmatism became popular in the field of education. The tradition of Aesthetic Education which had been lasted for thousands of years was replaced by the curriculums whose content were aimed for the public, the force and utility, and it even destined the aesthetic curriculums, such as painting and singing, to be deemed as the least important curriculums until today.Aesthetic Education has been attached little significance for a long time in Chinese educational practice. However, in contrast with this practical situation, the reflections for improving national character and life stage by Aesthetic Education have never stopped in modern Chinese academia. From Wang Guowei’s introducing the concept of Aesthetic Education, to the claim of Substituting Aesthetic Education for Religion, and even some scholars’saying that the reconstruction of modern ethics (even belief) must mainly based on the aesthetic resources, all of those cases confirmed the certainty of the point. The study object of this thesis is Zong Baihua’s thought on curriculum of Life Aesthetic Education, and the writing aim is to find out some instructive points from Zong’s pursuit for Yijin and his teaching career.As a master in Aesthetics, Zong pursued Yijin earnestly for his lifetime and made spirit education as his lifelong career. Therefore, Zong’s research in Aesthetics and his practice in Aesthetic Education were combined perfectly. Not only did he develop the attitude of Life Aesthetic Education originated from Wang Guowei and put forward the saying of Artistic Life, but also he constructed his own philosophy of Aesthetic Education by associating Chinese and western philosophy in harmony. Based on the philosophy, Zong studied the latent life rhythm in all kinds of artistic forms and set up his own curriculum system according with the aim of his Aesthetic Education. The core theme of this thesis is to explore how Zong Baihua developed the aesthetic curriculum that could improve people’s spirit and life stage. First of all, it studied the forming of Zong Baihua’s thought on the curriculum of Life Aesthetic Education and his education tenet. Next, the article analyzed his aesthetic curriculum, including his thought on curriculum designing and his teaching traits. Finally, taking the overseas research in Art Education as references, the writer resurveyed the significance of Zong’s thought on aesthetic curriculum and gave some practical advice to consummate modern Aesthetic Education practice, ending with the discussion about how to propel Zong’s thought on curriculum converting into students’experienced curriculum.As it shown in this thesis, following advocating the philosophy of struggle and creativity in the May 4th Movement and finding the aesthetic progress of life in Germany, Zong Baihua based himself on Chinese traditional philosophy and set up his philosophy system which was full of the taste of esthetics and life philosophy with the global horizon. Based on the system, Zong defined the aim of his Aesthetic Education as apperceiving the life rhythm and promoting people’s life stage aesthetically. So he explored the teaching content according with his pursuit for Yijin in the field of Chinese Traditional Art and designed a series of curriculum of Life Aesthetic Education. In the teaching process, Zong formed his own teaching characters, such as transparent framework, promenade-like teaching pace and practice orientation. Zong’s curriculum of Life Aesthetic Education and research not only developed Chinese cultural tradition of Roaming in Art with setting in the predominance of western culture, represented the life value of Chinese Traditional Art, but also can be taken as a set of model curriculum for spirit education in today’s schooling. Besides, it even could provide some helpful references for improving current Art Education both theoretically and practically.

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