感谢华东师大艺术系硕士研究生徐进提供并整理该文资料---洪啸音乐教育工作站

学位授予单位 武汉大学  
中文关键词 音乐;德育;功能  
导师 黄钊  
论文级别 硕士  
学科专业名称 马克思主义理论与思想政治教育  
中文摘要 在对音乐功能的认识上,人们往往偏重于审美功能,忽视甚至无视德育功能。而实际上,音乐一直发挥着强大的德育功能。音乐作为现实生活基础上的主观意识,只能是思想道德观念的表现形式和行为方式的表现结果,并且必然反过来影响人们的道德意识和行为。审美过程从根本上说是一德育过程,其最终结果也必然是思想的、政治的和道德的,这是由美和德育的本质属性决定的。音乐究竟是怎样发挥和发挥怎样的德育功能一直缺乏较为系统、合理的解答。现有的研究要么集中于音乐审美的单向探究,要么止于音乐的社会功能的表象描述,没有深入到道德教育这个功能层面,并从机理上进行完整、客观、深入、系统地说明音乐育德,这无疑不利于对音乐功能的全面认识,不利于德育视野的开阔和德育方法的丰富,更不利于和谐生活的建设。 从状态上来看,音乐是一种形态、行为和观念的三维道德存在;从历程上来看,音乐是一种道德文化的历史存在;从内构上来看,音乐是感性和理性的统一,对应着人的德性。对音乐的感悟、表现和创造,是人类基本素质和能力的一种反映,也是人的道德品性的一种反映。音乐之所以能给人以美,就因为它内涵德性。音乐之美,实为道德之美。音乐是一种德育语言和德育情感方式、是一种德育思维方式和德育行为方式。音乐直接参与内在德性和外在德行的积淀和建构,为德育过程提供逻辑起点。德育作为意识流动的特殊运作方式,实际上也是一项美的活动,按照也必须按照美的规律来进行。音乐和德育构成相互辅助、内在交融、彼此互化的关系。 音乐德育功能包括非倾向性和倾向性两个方面,非倾向性德育功能是倾向性德育功能的前导、心理预设,从根本上说是倾向性功能长期演化的结果,是文化在人类演进过程中的遗传和凝结,并表现为一种德育的下意识过程和自由心理状态。倾向性德育功能包括语言认识、审美优化、情感内化、氛围固化、评价分化和启迪创新等几个方面:音乐语言育德具有深层贯通和异质包容性,于模糊控制中准确把握,重于内在释德,关键以美启德;音乐审美过程中,不仅德育双主体的心理环境处于优化状态中,其心理期待也处于高层次、高应力状态之中,即处于饱和的德育情素和更高的德育目标之中,其道德理想、品质和人格由此得以优化;情感作为德育过

  
英文摘要 As to the understanding of the function of music, people more stress its aesthetic function, but pay little attention to or even go as far as ignoring its function of moral education. However, music has always been exerting its function of moral education actually. As subjective consciousness based on practical life, music can only be taken as a form of ideological and moral values as well as a result of certain actions, and meanwhile it inevitably exerts great influence in turn on people's moral consciousness and behaviors. The aesthetic process is virtually a process of moral education, the ultimate outcome of which is bound to be ideological, political and moral. This is determined by the intrinsic attributes of beauty and moral education. How does music fulfill its function of moral education? What function does it exert as to moral education? There have been no systematical and convincing answers to these questions so far. The present research either concentrates on unidirectional inquiry into music aesthetics, or goes no further than the superficial description of social function of music, without probing into the functional level of moral education and further elaborating completely, objectively, thoroughly, and systematically on the mechanism of the moral education of music. This lack of research is detrimental to the comprehensive understanding of the function of moral education of music, to the broadening of view in moral education and enriching of methods of moral education, and to the construction of harmonious life.From the viewpoint of existential state, music is a three-dimensional moral existence of morphology, behavior and value; from the perspective of diachronic process, music is a historical existence of morality and culture; as to the internal structure, music is unification of rationality and sensibility, corresponding to human morality. The satori, performing, and composing of music is a reflection of human being's fundamental qualities and abilities and also a reflection of his morality. Music produces beauty for man just because it contains morality. The beauty of music is actually beauty of morality. Music is a language and a emotional method of moral education, as well as a way of thinking and a behavioral manner of moral education. Music plays a direct part in the sedimentation and construction of internal and external moralities, and provides a starting point for moral education. As a special functional method of flow of consciousness, moral education is practically also a action of beauty, thus must and is to be conducted in accordance to the principles of beauty. Therefore, music and moral education form a relation of being complementary, mixing together and mutual transforming.The function of moral education of music concerns two aspects—non-liable and liable. The non-liable function of moral education is the precursor and psychological presupposition of the liable function of moral education, is in nature the result of long-term development of liable function, is the heredity and concretion of human evolution, and is reflected as a subconscious process and a free psychological state of moral education. The liable function of moral education includes the following aspects: language awareness, aesthetic optimization, emotion internalization, atmospheric solidification, assessment polarization, and creative sublimation. Moral education by music language features in-depth transfixion and heterogeneous compatibility, and accuracy in vague handling, with the emphasis being placed on internal explanation of morality and the key being inspiration of morality by beauty; in the music aesthetic process the mental environment of the two subjects of moral education is in a state of being optimized, and the mental expectation is also in a state of high level and high stress, that is, in a saturate emotional state and with a higher objective of moral education, thus their moral ideal, quality and character consequently get optimized; as catalyst in the process of moral education, emotion is the most tangible and important outcome of music. The musical process first activates the subjects' moral emotion, which in turn mutually projects with musical emotion, and which, by means of emotional and rational transfixion, is transformed into the subjects' moral needs, thus completing the process of moral internalization; atmospheric solidification begins with atmospheric dip-dying, and gradually turns to solidification in a manner of circulating and spiral rising; the assessment of moral education by music is accomplished with morality, emotion and attitude as the medium—the subjects integrate their judgment of moral values with the judgment and the accepting and rejecting of the value of music, and consequently form an ultimate value judgment of music which is reflected in musical behavior, finally confirms the subjects' orientation of moral education, and thus marks the completion of polarization and assimilation of moral education; as a innovative medium of moral education, music has the characteristics of ramigenousness of thought and expandability of idea, and exhibits a powerful outgoing function of moral education. Beginning with constructing an open language context of moral education, music directly brings the subjects into an entirely new moral consciousness and moral aspiration, demonstrates the individuals' consciousness of being the moral subjects, esp. the spirit of moral enterprising, reflects man's free imagination and realm to seek the truths of the world, inspires the aspiration for morality and marks the moral objective. The function of moral education of music is characterized as being free and for oneself, being particular to the time and suitable for all time, being introspect and covert, and being holistic and transcending. In the practice of ideological, political education the full exploitation and exertion of the function of moral education of music has a great positive significance in deepening the individual's moral understanding, enhancing moral emotion, heightening moral quality, optimizing the internal and external environments of morality, and simplifying the ideological transformation.  
DOI CNKI::CDMD:10486.2.2005.4685