漫议书法修养

书法具有鲜明的继承性和创造性。文章从学会做人，学会学习，加强审美体验来阐述如何提升书法的修养。     

论美育在素质教育中的动力机制

既往美育理论往往习惯于从外生变量的角度,把开展一般的审美活动或艺术活动作为实施美育的途径,缺乏对其内在运行机制的研究,这只能致使美育理论仅仅停留在教育外在形式的层次,难以准确阐明美育在素质教育结构中的地位.素质教育的核心是将知识内化为受教育者的素质,即:受教育主体在左右脑功能的互补下,对可传播的知识进行选择、吸收、融合、创新和提升,形成或是以科学文化素质为主,其他精神文化素质为辅,或是以人文文化素质为主,其他精神文化素质为辅的较为全面的素质,也就是理性的直觉化和直觉的理性化相统一的文化心理结构.美育的内在机制是促进受教育者形成这种文化心理机制.     

工会美育初探

工会美育是工会工作创新必须高度关注的领域。工会美育是以美学基本原理为指导,以工会组织和工会干部为研究对象,探索工会美在何处和如何更美的规律的科学。     

论艺术和技术的逻辑联系

技术必须遵循客观的自然法则和刻板的机械模式，这些与艺术不断地怀疑与否定的自由天性和个性喜好是相互排斥的，因而技术发展势必带来对艺术的负面影响，甚至迫使某些艺术类型的解析；另一方面，技术发展导致新的艺术种类的诞生和繁荣，导致艺术的形式、内容乃至于审美观念的巨大变革，促使艺术走向一个无法预料的全新境界。     

The Moral Efficacy of Aesthetic Experience: Figures of Meaning in the Moral Field

Abstract

This paper proposes to analyse the process that makes paths of action meaningful. It argues that this process is one of "figuration". The term "figuration" intends to outline how the experience of moral meaning is one that already positively marks out a field and to identify and analyse the mechanisms used for such marking and selection. It is my contention that these mechanisms predate the persuasion to a moral path; they are the process through which this path is constructed as meaningful. This thesis is elucidated through an analysis of the tactics of meaning in Kant's moral theory. Kant turns to aesthetics as a means of corroboration for his moral theory, but he also attempts to limit the scope of the interactions between his aesthetic and moral theory. For instance, when he writes on the topic of form in aesthetic taste or outlines the technical specifications of aesthetic judgment, it is arguably the arcane peculiarities of his system that are met. For this reason, Kant insists on the merely analogical relations between beauty and morality. However, it is also possible to see how certain aspects of Kant's aesthetic theory execute wider, and potentially more important, functions for his practical philosophy, such as providing meaningful orientation for the ascetic moral attitude of his duty-ethics. In this respect, certain figures of Kant's aesthetic theory may well be viewed as complementing the dependence in his moral philosophy, in the important sections on moral pedagogy and methodology, on appeals to heroic models and stories as ways of shaping and inculcating the moral disposition. This paper considers these aspects of interaction between Kant's aesthetic and moral philosophies as both (1) a problem for the consistency of his philosophy given his avowed exclusion of aesthetic and religious elements of meaning in his duty-ethics; and (2) as a case study for the new, schematic analysis of "moral figuration" outlined in the paper.     

英汉翻译教学的审美之兴

翻译教学和实践离不开美学。当代中国美学的理论转型为“翻译美学”的建立作了理论上的铺垫。“兴”是“审美的存在状态”,是标示审美活动区别于其他所有活动的最本质的东西,是审美活动的“本质”。没有审美活动的翻译是不存在的。对“兴”这一不能再还原的基本事实的描述和反思构成了现代美学的核心内容,也应是英汉翻译美学的核心内容。作为方法论的中国美学在英汉翻译教学和实践中自然地起着支配作用。     

鲁迅色彩世界中的审美观

鲁迅一生热爱美术,他构建的文学世界因之也有了鲜明的色彩感。在鲁迅的色彩世界里,他喜欢使用对比强烈的色彩;突出色彩的质感;常常大块涂抹,不做工笔细描。这些特点分别源于他反对温和静穆,提倡“力之美”和以简约为美的审美观点。     

论电子图像时代文学的独立品格

针对文学终结论的提出,论述电子图象时代文学的独立品格:文学与影视艺术居于不同的层面,因欣赏主体的不同,文学有独自的生存空间.在反映物象上,文学虽然没有影视艺术那样直观,但文学有独特的手段--审美意象,可以赋予客观物象以丰富的人文蕴涵.     

美育与德育相结合培育全面发展的现代人

在德智体美劳教育中,美育与德育总是密切联系在一起的。美育与德育的根本目标一致、内容相互渗透、作用相辅相成。美育在高校德育工作中起着举足轻重的作用,美育与德育的结合是高校培养21世纪人才的新途径。     

青年审美理念的时代特征和艺术审美的缺陷

当代青年的审美情趣和理念呈现出个性化和开放化、感性化和行为化、流行化和与世俗化的趋向。当代青年的艺术审美体验出现的缺陷,应在切实加强学校以艺术教育工作、引导青年摆脱娱乐文化的低俗情调、提升网络的审美文化价值诸方面做细致的工作,以提高青年的审美素养。