[[alternative]]Adorno's Aesthetics and its Implications for Aesthetic Education

[[abstract]]The main aims of this thesis are to inquiry Adorno’s aesthetics and its implications for aesthetic education. Firstly, the author elaborate the background of Adorno’s aesthetics and his methodological basis--negative dialectics. Secondly, based on two central ideas of ‘ideology’ and ‘truth’ in Adorno’s aesthetics, this thesis inducts them as two parts--aesthetic politics and theory of art truth--and interprets them separately. Finally, the author develop the theory of aesthetic education of critical approach based on Adorno’s aesthetics and review some problems in the theory and practice of aesthetic education. Several conclusions are made as follows: 1.Arts have the power to stop circles of enlightenment myth. 2.Negative dialectics are the methodological basis of Adorno’s aesthetics. 3.Cultural industry implies the principles of manipulating the people of fascism. 4.Modernism arts should keep autonomy to possess the power of resisting the identity principles of capitalism and totalitarianism. 5.Truth content of arts are the unconscious writing of history. 6.The theory of aesthetic education of critical approach claims that aesthetic education should focus on aspects of social critic. It can complements the deficiencies of aesthetic education at present. Some suggestions are made as follows: 1.Scholars should increase the studies about aspects of social, culture and ideology in aesthetic education. 2.We can engaged in empirical studies about functions of critical aesthetic education further. 3.Aesthetic education should not just focus on the training of creative technics and art appreciation, but also emphasize the aspects of cultural critic and social critic. 4.Teachers should cultivate students having the autonomous personality and let them become the ‘cultural critics’. 5.Aesthetic teaching should discover and criticize the essences of social contradictions in arts and cultures as well as the history memory of sufferings. 6.Schooling should add the activities of contacting nature in aesthetic education. 7.Aesthetic education should be a subject and cultivate the ability of teachers to analyze cultural problems in daily life for teacher education.