| Summary: | 博士 === 國立臺灣師範大學 === 美術學系 === 107 === This essay, which is based on Deleuze’s theory of “difference” and “repetition” establishes the philosophy diagram of post-structural art expression for art education. This essay will emphasize that the value of art needs the immanent meaning of life inside when art is expressed by signs outward; and pay more attention to that when human beings should be seen as the subject of art expression and that the learning function of “transcendent exercise” by subject is the core value of how material can become art. This “athlete” can make art expression have kind of a force which comes from how the subject breaks through the difficulty and problem solving, and resonates life immanence. Therefore, the force isn’t an additional supplementary, it is the issue of “actualisation ” related to how the dynamic real will be expressed through the direct language of art.
Moreover, the essay will raise the issue to Deleuze’s aspects of how to catch the ideal essence of difference, which is involved ontology. From the results of the issue, the research will affirm that when respecting the difference of students is an emphasized principle in art education, how to resist and pursue the ideal essence of the universality in life is also a significant issue respectively.
Through the research on the text of "Difference and Repetition" mainly, this essay has incarnated the theory of “difference” and “repetition” into three topics for discussing its significance: “actualisation”, “the synesthesia of the third party on me and the will”, and “the philosophical dialectics of different Idea”, and finds that the whole theory system is the core theory for pursuing the quality of art. In addition, combining Deleuze’s other two books— "Francis Bacon: The Logic of Sensation", and "Proust and Signs", this essay finds the system of theory is highly consistent with each other between these texts. Furthermore, the latter two books are helpful for making the aspects of both “transcendent exercise” and “art expression” more explicit for understanding, which are implicit in the theory of “difference” and “repetition”.
Eventually, the essay constructs the philosophy diagram of art expression to be the orientation for judging the quality or value of art. This can be used as a researching tool for art learning and problem solving to help people distinguish the aesthetic and creative meanings when the definition of art is magnifying its extent and so confusing during the AI ages. Also, it can clarify how art signs operate and become different from material signs. All in all, the expression of this research is like performing an art diagram based on philosophy to give suggestions for art education.
The creative value of art lies in whether it can correspond to the needs of problem and contribute the creation to suggest for problem solving. In addition to constructing the philosophy diagram for the application in art education, this essay also analyzes an example of an art curriculum. Consequently, the essay advises that art education should seriously concern the core significance of art expression according to this study, and attach the great importance to humanistic education for cultivating various talents. Thus, the following are five recommendations: First, we should inspect what is the ideal essential conducts of art in human civilization and then attach importance to cherishing and developing them. Second, we should pay attention to the orientation associated with how the issues of art in history are interpreted and used. Third, we should pay attention to the vital meaning related to the dialectics of the ontology and Ideas of difference for concerning humanistic value. Fourth, immanence of life coming from the subject's transcendence is the fundamental factors that material can be sublimated into art. Fifth, we should concern how the sensation of the subject functioned by “the third party on me”, and how learning can continue to be deepened.
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