精神性取向全人藝術創作教學之理由與內容層面：後現代以後之學院藝術教育

Rationale and Content Dimensions for Teaching Spirituality-Oriented Holistic Artistic Production: College Art Education after Postmodernism

精神性(spirituality/the spiritual)之探討乃當前學術界之熱鬥課題，藝術教育學界已有漸多之學者探討此新議題，此乃因藝術教育在精神性探討上乃一重要而有效之途徑。根據最近藝術教育學者之觀點，藝術創作之探討方法即是一種研究方法，且藝術實務即研究，其在學院藝術教育中，尤其碩、博士班，藝術創作或藝術治療領域均被正式採用。本文首先在分析精神性取向全人藝術創作教學之理由(rationale)，此包括精神性之意義與在藝術教育之意涵，以及藝術創作研究之興起與其整合全人取向之價值。其次，本文建構與闡釋精神性取向全人藝術創作教學內容之層面(dimensions)，此涉及四層面：自我探索（學習者本位）、藝術探索（內容本位）、文化探索（議題本位）、生態探索（議題本位）等四層面，及由此四層面形成之六種關聯；最後論述本文之內涵在當代藝術教育發展上與在學院藝術創作教育上之意義，同時提出學院藝術創作教學之相關建議。

The issue of spirituality or the spiritual is getting important in academic field. More emphasis has been put on the theme in art education, because the latter is a significant and effective vehicle to enhance spirituality. In addition, artistic production has been regarded as a research in the domain of art education, which applied the concept of “art practice as research” into the program of MA, MFA, and PhD in art or art therapy. The article first of all attempts to analyze the rationale for teaching spirituality-oriented holistic artistic production, including the meaning of spirituality and its implication for art education, the emergence of research in artistic production, and the value of integrating such research with holistic approach. Secondly, the article constructs and interprets the content dimensions for teaching spirituality-oriented holistic artistic production, including exploration of self (learner-based), art (content-based), culture (issue-based), ecology (issue-based), and the six connections by the four. Finally, the article addresses the implications of its findings for contemporary development of art education and college education of artistic production, as well as proposes recommendations for teaching artistic production in college.