【作者】 孙玉丽；

【导师】 孙绵涛；

【作者基本信息】 华中师范大学 ， 教育学原理， 2004， 博士

【摘要】 本文针对当前国内外对于教育管理审美价值的研究比较薄弱以及我国教育管理实践中审美价值严重缺失的现实状况，以马克思主义实践美学思想作为理论基础，从“美是和谐自由的关系”，美的精神即主体的自由精神这一观点出发，按照对事物追问“是什么”、“为什么”、“为了什么”、“怎么样”的哲学思维方式，分四部分(共六章)探讨了教育管理审美价值的理论和实践问题。 第一部分：包括第一章，在关于“是什么”即本体论研究中，从本质内涵及其特征、表现形式及其特性方面回答了“什么是教育管理的审美价值”问题。教育管理审美价值的本质内涵，是指和谐有序的教育管理协调活动满足教育管理审美主体对人的自由本性需要的实践关系；其基本特征是：客观社会性、自由创造性、和谐有序性、情感愉悦性、功利实用性。具体表现形式是：协调有序、高效、公平、个性化、超越；这种表现形式具有辨证的特性，即辨证的和谐，它集中体现在教育管理活动过程有序和无序的对立统一上。 第二部分：包括第二、三章，在关于“为什么”即认识论研究中，从教育管理何以具有审美价值以及教育管理审美价值的历史运动中，回答了教育管理具有审美价值以及审美化教育管理的必然趋势问题。在第二章“教育管理具有审美价值的分析”里，探讨了两个问题，一是教育管理何以需要审美?本文认为教育管理需要审美一方面源于审美是人生命活动的必然需要，另一方面是由于教育管理实然世界中人的不自由状况更加需要审美化教育管理来还原人的生命本色。二是教育管理何以能美?从四个方面进行了分析：一是从与教育美、管理美的联系中逻辑提升出教育管理美；二是从功利效率活动可以美中认识教育管理美；三是从对象化过程中理解教育管理美；四是强调教育管理美的独特意义，它是世界上一切美的根本来源之一。在第三章“教育管理审美价值的历史运动”里，首先从教育管理审美价值的实践发展里，梳理出了“政治人”时代的善美管理→“经济人”时代的真美管理→“文化人”时代真善美统一的审美化管理的历史轨迹；其次从教育管理审美价值的理论流变里，梳理出了科学主义思潮下的真美管理→人文主义思潮下的善美管理→整合思潮下真善美统一的审美化管理的历史轨迹；最后，按照马克思历史与逻辑相统一的原则，提出了教育管理发展的必然趋势——审美化管理。审美化教育管理以“自由人”为人性假设，主张在教育管理的决策、组织、领导、控制、创新活动中渗透自由的审美理念，实施和谐管理、公平管理、⑥博士学位论文DOCTORAI DISSI几RTAI、I()N个性化管理、超越管理，最终实现效率美和人性美的双重结果。自由实践的审美化管理是更高层次的人本主义管理。 第三部分:包括第四章，在“为了什么”即价值论研究中，从教育管理审美价值的地位、意义和终极指向方面回答了教育管理审美价值的效用问题。教育管理的审美价值在教育管理的价值结构中处于最高地位，它引导教育管理人本价值和社会价值的整合实现;教育管理的审美价值具有唤醒人的自由本性的功能，凸现着人性的意义:教育管理审美价值的终极指向是经由审美的教育而达审美的人。 第四部分:包括第五、六章，在关于“怎么样”即实践论研究中，从教育管理审美价值的实践反思和实现策略两个方面对现行我国的教育管理进行了实践层面的关注。在第五章“教育管理审美价值的实践反思”里，揭露了压抑人的自由精神的教育管理，其审美价值的缺失主要表现为混乱无序、低效率、不公平、模式化、过度逐利等:造成这种不和谐状况的根源很多，其中管理职能运行的无序以及决策的失误、组织的不合理、领导的专断、监督的不力、创新的缺乏直接导致了教育管理审美价值的缺失，而传统文化的负面影响、教育管理知识基础的分裂与片面性、现代教育管理理念的异化、教育管理体制的缺陷则是造成这种缺失的深层根源。在第六章“教育管理审美价值的实现”里，从树立审美理念、整合过程实施、完善管理体制、加强文化建设、提高审美素养等方面探讨了教育管理审美价值的实现策略。更多还原

【Abstract】 In accordance with the situation that the study of the aesthetic value of educational administration is weak both at home and abroad and the lack of aesthetic value of educational administration is very serious in our country, this paper deals with the theory and practice of aesthetic value of educational administration in four parts (six chapters) according to the way of philosophical thinking of examining minutely "what is that", "why", "for what", "how", with the practice aesthetics of Marxism as its theoretical basis, and the concept that "Aesthetics is the relation of harmony and freedom’ and the aesthetic spirit is the free spirit of subject as its standpoint.The first part tries to answer the question of "what is the aesthetic value of educational administration" in respect of its nature, attributes, forms of expression and characters. The nature of educational administration is the practical relation that the harmonious educational administration satisfies the need of the aesthetic subject of educational administration for freedom. The attributes are objective sociality, free creativity, harmonious order, emotional joviality and utilitarian practicality. The forms of expression are order, high efficiency, justice, personality and transcendent. And the those forms are dialectical, i.e. dialectical harmony which is manifested in the unity of opposites of the order and chaos in educational administration.The second part discusses why educational administration has aesthetic value and what the trend of the aesthetic educational administration is in reference to the historical movement of the aesthetic educational administration. It includes two chapters: Chapter two and Chapter three. Chapter two has touched upon two issues. One is why educational administration has aesthetic value. The author argues that one of the reasons is that it is the inevitable need of human life; the other is that the lack of freedom in educational administration requires aesthetic educational administration to resume the true qualities of human beings. The other issue is: how to make educational administration acquire aesthetic qualities? This paper analyzes this issue from four aspects: firstly, to get the aesthetics of educational administration logically from the connections between educational aesthetics andadministrational aesthetics; secondly, to know it from the activities of utility and efficiency; thirdly, to understand it from the process of mutually action; fourthly, to emphasize its special meaning, In the third chapter, the author first get the historical track of the practical development of aesthetic value of educational administration: from the administration of searching for good in political era to the administration of searching for truth in economic era, through to the administration of searching for beauty in cultural era; Then the historical track of the theoretical change of aesthetic value of educational administration: from the administration of searching for truth in scientism climate to the administration of searching for good in humanism climate and then to the administration of searching for beauty in integrated climate; At last the author put forward the inevitable trend of the development of educational administration- aesthetic administration. The aesthetic educational administration based on "free man" claims to build up the idea of free taste in the process of decision-making, organizing, leading, controlling and innovating; to practice harmonious administration, just administration, individualist administration and transcendental administration, and finally to get the double outcomes of the aesthetics of efficiency and the aesthetics of humanity. The aesthetic educational administration of free practice is a higher level of administration.The third part includes Chapter four. It probes into the question about the utility of the aesthetic value of educational administration in regard to its position, meaning and ultimate aim. Aesthetic value assumes the highest position in the value structure更多还原