Re-examining the Policy of Aesthetic Education in Taiwan: Focusing on the Government’s Five Years Aesthetic Education Plan
In recent years, the Ministry of Education has actively promoted the“Medium and Long-term Plan for Aesthetic Education (2014-2018)”. What are the misconcepts of the plan’s origins, goals and strategies? The author of this paper, from the viewpoint of educational aesthetics, employs the method of philosophical analysis to criticize the direction of how the domestic aesthetic education policy is being promoted. Moreover, several concrete suggestions are proposed. The findings are summarized as follows.
First, the idea of aesthetic education is incomplete, particularly the lack of vision on research in educational aesthetics. Additionally, planning of the policy lacks the theoretical structure of aesthetic pedagogy, and the goal of the plan lacks thinking beyond art design.
Second, the authorities misplaced resources. Aesthetic ideas where teachers from various fields can communicate could not be found in the development strategy; core value which corresponds to the national basic education is absent in the action plan; and effective indicators for solving difficulties in the educational field are missing in performance evaluation.
Third, actions for improvement is proposed, which consists of three levels. On the first level, we should first clarify the connotation of aesthetic literacy, and identify possible applications to the curriculum and instruction in different fields. On the second level, in the educational system, it is inappropriate to simplify aesthetic education as an account of the professional credit. Lastly on the third level, it is necessary to rethink the allocation of funds instead of mixing other activities of higher education or art majors.
|關鍵詞||美感教育、美學素養、教育美學、aesthetic education、aesthetic literacy、educational aesthetics|