Educational Meanings of Arthur Schopenhauer´s aesthetics
碩士 === 國立中正大學 === 教育研究所 === 88 === In Chapter One , I presented the background , motive , and aims of this thesis and gave the details of the interpretative method which is called 〝Pädagogische Hermeneutik〞that was used in this thesis . In Chapter Two , by viewing all over the main point...
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ndltd-TW-088CCU003310042015-10-13T11:50:28Z http://ndltd.ncl.edu.tw/handle/49751519535468292784 Educational Meanings of Arthur Schopenhauer´s aesthetics 叔本華美學理論教育涵義之研究 Jie-Sheng Lin 林偕勝 碩士 國立中正大學 教育研究所 88 In Chapter One , I presented the background , motive , and aims of this thesis and gave the details of the interpretative method which is called 〝Pädagogische Hermeneutik〞that was used in this thesis . In Chapter Two , by viewing all over the main points of Schopenhauer´s philosophy , I related the development of his philosophy according to five periods which were divided by the important , meaningful events in his career and life . In Chapter Three , according to Schopenhauer´s suggestions , I made a few necessary studies on some important philosophical works by other authors , and then revealed briefly the true intersection between them and Schopenhauer´s aesthetics . In Chapter Four , the main task was to reveal Schopenhauer´s aesthetics faithfully , so I interpreted it by means of metaphysical method at first and further from the following forms in order , that were , architecture , moulding and painting , poetry , and music . In Chapter Five , corresponding to the periods of the previous chapter , I made a series of presentation about the views which have come to my mind during my educational career by means of Schopenhauer´s aesthetics , and with such a presentation I really want that the philosophy of Arthur Schopenhauer can get alive again in the mind of every educator in our nation . The philosophy of Schopenhauer find for us that the will is that which eternally is and tell us that the phenomenon is that which arises and passes away . Evidently , the aim of education is nothing else than helping mankind grasp the Ideas of man by contemplating the complicated phenomena of all beings . Therefore Chapter One of this thesis was used to explain how to interpret the common points between Schopenhauer´s philosophy and the aim of education and to transform the results of this interpretation into the Ideas of education . All the philosophical works of Schopenhauer aim at explaining the following truth , that is ,〝The world is my representation 〞and 〝The world is my will〞are the two sides of the world itself . In Chapter Two of this thesis ,I gave a detailed introduction of Schopenhauer´s thought which is the summation of contemplating this paradox all his lifetime . The Brahma of Vedas , the Prajna Paramita of Buddhism , the Platonic Ideas , the concept of salvation of Christianity , and the concept of thing-in-itself of Kant were all absorbed by Schopenhauer and then transformed into his aesthetics which aims to deliver the human intellect from the service of the will . In Chapter Three , I related the thoughts mentioned above as origins of Schopenhauer´s aesthetics . According to Schopenhauer , architecture , moulding and painting , and poetry are all to elucidate the objectification of the will at their own grade , but music remains excluded and is to depict the will itself . Nevertheless , they contemplate representations independent of the principle of sufficient reason all the same . In Chapter Four , I related the Ideas revealed in this way by Schopenhauer .Because of the truth 〝tat tavam asi〞, there should be some educational meanings included in the Ideas revealed by Schopenhauer´s aesthetics . As an experienced educator , I witnessed to those meanings and made some suggestions according to them for education . And those are the main contents of Chapter Five of this thesis . Frank Liang 梁福鎮 2000 學位論文 ; thesis 158 zh-TW |
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碩士 === 國立中正大學 === 教育研究所 === 88 === In Chapter One , I presented the background , motive , and aims of this thesis and gave the details of the interpretative method which is called 〝Pädagogische Hermeneutik〞that was used in this thesis . In Chapter Two , by viewing all over the main points of Schopenhauer´s philosophy , I related the development of his philosophy according to five periods which were divided by the important , meaningful events in his career and life . In Chapter Three , according to Schopenhauer´s suggestions , I made a few necessary studies on some important philosophical works by other authors , and then revealed briefly the true intersection between them and Schopenhauer´s aesthetics . In Chapter Four , the main task was to reveal Schopenhauer´s aesthetics faithfully , so I interpreted it by means of metaphysical method at first and further from the following forms in order , that were , architecture , moulding and painting , poetry , and music . In Chapter Five , corresponding to the periods of the previous chapter , I made a series of presentation about the views which have come to my mind during my educational career by means of Schopenhauer´s aesthetics , and with such a presentation I really want that the philosophy of Arthur Schopenhauer can get alive again in the mind of every
educator in our nation .
The philosophy of Schopenhauer find for us that the will is that which eternally is and tell us that the phenomenon is that which arises and passes away . Evidently , the aim of education is nothing else than helping mankind grasp the Ideas of man by contemplating the complicated phenomena of all beings . Therefore Chapter One of this thesis was used to explain how to interpret the common points between Schopenhauer´s philosophy and the aim of education and to transform the results of this interpretation into the Ideas of education . All the philosophical works of Schopenhauer aim at explaining the following truth , that is ,〝The world is my representation 〞and 〝The world is my will〞are the two sides of the world itself . In Chapter Two of this thesis ,I gave a detailed introduction of Schopenhauer´s thought which is the summation of contemplating this paradox all his lifetime . The Brahma of Vedas , the Prajna Paramita of Buddhism , the Platonic Ideas , the concept of salvation of Christianity , and the concept of thing-in-itself of Kant were all absorbed by Schopenhauer and then transformed into his aesthetics which aims to deliver the human intellect from the service of the will . In Chapter Three , I related the thoughts mentioned above as origins of Schopenhauer´s aesthetics . According to Schopenhauer , architecture , moulding and painting , and poetry are all to elucidate the objectification of the will at their own grade , but music remains excluded and is to depict the will itself . Nevertheless , they contemplate representations independent of the principle of sufficient reason all the same . In Chapter Four , I related the Ideas revealed in this way by Schopenhauer .Because of the truth 〝tat tavam asi〞, there should be some educational meanings included in the Ideas revealed by Schopenhauer´s aesthetics . As an experienced educator , I witnessed to those meanings and made some suggestions according to them for education . And those are the main contents of Chapter Five of this thesis .
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author2 |
Frank Liang |
author_facet |
Frank Liang Jie-Sheng Lin 林偕勝 |
author |
Jie-Sheng Lin 林偕勝 |
spellingShingle |
Jie-Sheng Lin 林偕勝 Educational Meanings of Arthur Schopenhauer´s aesthetics |
author_sort |
Jie-Sheng Lin |
title |
Educational Meanings of Arthur Schopenhauer´s aesthetics |
title_short |
Educational Meanings of Arthur Schopenhauer´s aesthetics |
title_full |
Educational Meanings of Arthur Schopenhauer´s aesthetics |
title_fullStr |
Educational Meanings of Arthur Schopenhauer´s aesthetics |
title_full_unstemmed |
Educational Meanings of Arthur Schopenhauer´s aesthetics |
title_sort |
educational meanings of arthur schopenhauer´s aesthetics |
publishDate |
2000 |
url |
http://ndltd.ncl.edu.tw/handle/49751519535468292784 |
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