臺灣美育政策的再商榷：以《美感教育中長程計畫》為核心的討論

Re-examining the Policy of Aesthetic Education in Taiwan: Focusing on the Government’s Five Years Aesthetic Education Plan

教育部近年大力推動《美感教育中長程計畫—第一期五年計畫（103年至107年）》，理念與政策之中有何迷思？其計畫的緣起、目標與策略，有何荒謬之處？本研究從教育美學的觀點，運用哲學分析的方法，批判國內美育政策的推動方向，並且提出具體的改進建議，研究結果簡述如下：第一，美育理念焦點錯置，包括計畫緣起缺乏教育美學的研究視野、計畫理念缺乏審美教育學理論架構，以及計畫目標缺乏超越藝術設計思維的格局；第二，美育政策方向錯置，包括發展策略缺乏各領域教師能夠彼此溝通的美育理念、行動方案缺乏回歸國民基本教育的核心價值，以及績效評估缺乏有效解決現場困境的指標；第三，改進建議有三個層次：理念上應先釐清美學素養的內涵，如何應用於各領域的課程與教學、制度上請不要將美感教育的師資培育簡化為教育專業學分的一個科目，以及方案上必須重新思考計畫經費的合理分配，而不是摻雜高等教育或藝術專業的其他活動。

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.