取徑於SECI知識轉換模式實踐美感教育之初探－以視覺藝術教學為例

Investigation of the Path from the SECI Knowledge Conversion Mode to Practice of Aesthetic Education ─ A Case Study of Visual Arts Instruction

美感教育包含美感培養與美學智識(artistic intellectual)的薰陶與默化，旨在培養學習者的美感素養(aesthetic literacy)。美感培養屬於情意性、默會而得的感性經驗；美學智識則為學習者透過視覺藝術的教育活動，統整各項外顯的美學知識，以理性思維結合默會、內隱的感性體悟之心智運作，形塑而成的能力。美感教育必須在智識與情意的交融並進中展開，是一種外顯與默會知識相互印照、轉換而成的學習樣態。本文首先論述美感教育的意涵與在視覺藝術教學中的範疇；其次提出在視覺藝術教學中，實踐美感教育的教學原則、策略及教學活動實例；接著敘述外顯與默會知識之意涵，轉換外顯和默會知識的知識管理(knowledge management, KM)之SECI 模型、活動類型；繼而提出在視覺藝術教學中，取徑於SECI 的知識轉換模式實踐美感教育的歷程、方式與實例。期以不同的角度探看美感教育的教學方式，為視覺藝術教學與美感教育的研究範疇，提供另一種視點與關照。

Aesthetic education, including training and implicit learning of aesthetic learning and knowledge, aims to develop the learners aesthetic literacy. Aesthetic learning is a kind of perceptional experience, which is based on passion and implicit learning. Artistic intellect, which is the capability of learners to integrate various kinds of explicit aesthetic knowledge through visual arts education activities and combine rational thinking and implicit perception. Aesthetic learning has to be performed by the interaction between intellect and emotion; it is a learning style that falls between the explicit and implicit mapping of knowledge. This paper discusses the meaning of aesthetic education and its scope in visual arts education. It further demonstrates via teaching principles, strategies and examples how aesthetic education has been performed in visual arts instruction. Furthermore, it states the meaning of explicit and implicit, and converts the explicit and tacit knowledge of knowledge management in the SECI knowledge conversion model into a type of activity. We then take the path of the SECI knowledge conversion mode, and propose a method and examples by which to practice aesthetic education, within the teaching scope of visual arts instruction. We hope to provide a different viewpoint for teaching aesthetic education for researchers of visual arts instruction and aesthetic education.