重思大學美育的人文涵義──以北京清華大學為例

Awareness of the Humanistic Meaning of Aesthetic Education in Higher Education: Taking Tsinghua University, Beijing as a Case Study

中國現代高等教育百年有餘，近年提出了建設世界一流大學的願景和規劃。近觀現實，在大學教育普及化、學術科研取得斐然成績的同時，人文價值與審美精神的流失也引起了當今教育界的重視和討論。在願景與現實之間，大學審美教育應以何為宗旨？美育與大學的根本價值有何關係？美育健全與提升大學教育的意義和作用具體如何體現？研究大學美育既無法自外於當代高等教育的宏觀走向，也不可不深入美育自身的原理並認識其育人機制，本文將以上兩個層面加以綜合，論證了美育在大學教育中的基礎地位。以北京清華大學美育思想與實踐的百年歷程為研究對象，本文試圖澄清大學教育思想中的美育觀念問題；通過解析美育的人文涵義進而提出「人文美育」的概念，同時探討美育與大學專業學科教育、通識教育的關係，以及影響其水準的決定性因素。此外，通過將北京清華大學與哈佛大學、麻省理工學院、北京大學、復旦大學的美育發展進行比較，分析其特色並總結其得失。基於縱向的清華美育史梳理與橫向的比較研究，筆者在末章從大學美育的教育觀念、教育政策、教育體系設計與教學管理、師資人才以及教育評價五個方面，提出「清華大學美育的百年之問」，以期重思大學美育的人文涵義。

After more than a century of modern higher education, China has recently put forward the vision and plan of building a world-class university. While the popularization of university education and academic research has achieved remarkable results, the loss of humanistic values and the aesthetic spirit, as well as the utilitarianization of education, have attracted the attention of educators today. Situated between the ideal and reality, what should be the purpose of aesthetic education? Does aesthetic education have something to do with the fundamental values of the university? Are there any signs that aesthetic education improves and enhances the significance of higher education? The study of university aesthetic education should be based on the development of contemporary higher education, but should also determine the principles of aesthetic education and its valid domains. This study is a synthesis of the above two levels, thereby proving the fundamental role of aesthetic education in the foundation of university education. Taking a century of aesthetic thought and practices of Tsinghua University in Beijing as the study subject, the study attempts to clarify the concept of aesthetic education in the context of higher education philosophy through the analysis of the humanistic meaning of aesthetic education. This study puts forward the concept of 'humanistic aesthetic education' while exploring the relationship between aesthetic education and the disciplined curriculum, liberal education, and its decisive factors. In addition, by comparing the development of aesthetic education at Tsinghua University in Beijing with Harvard University, the Massachusetts Institute of Technology, Peking University, and Fudan University, the study analyzes its characteristics and summarizes its strengths and weaknesses. Based on the vertical history of Tsinghua aesthetic education and horizontal comparative study, the author raises questions in the final section of this paper regarding 110 years of aesthetic education at Tsinghua University from five aspects, including the concepts of aesthetic education, educational policies, educational system design and management, and faculty and educational evaluation, to re-understand the humanistic meaning of aesthetic university education.