The Aesthetic Loss of Chinese Philosophy in the 20th Century: Chinese Painting under Aesthetic Education

Authors

  • Weiping Zeng

DOI:

https://doi.org/10.54097/nm87mz59

Keywords:

Chinese Philosophy, Aesthetics, Loss, Aesthetic Education

Abstract

In the 20th century, Chinese philosophy gradually showed its alienation from the traditional aesthetic dimension in the tide of modernization and the spread of Western learning to the East. This phenomenon of "aesthetic loss" was particularly prominent in the transformation of Chinese painting under the aesthetic education system. The introduction of Western realism and the infiltration of scientific education have caused Chinese painting to shift from "expression of mind" to "technical training", the traditional brush and ink artistic conception has been deconstructed, and the "unity of man and nature" spirit at the philosophical level has been marginalized. Although scholars such as Cai Yuanpei advocated "replacing religion with aesthetic education", at the practical level, aesthetic education has mostly become a utilitarian tool and has failed to truly connect with the aesthetic core of Chinese philosophy. This article analyzes the evolution of Chinese painting education and practice in the 20th century, explores how the rupture of the interaction between philosophy and art has led to the weakening of aesthetic subjectivity, and reflects on the possible path to rebuild the Chinese aesthetic spirit.

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References

[1] Zhang Yanyuan, Zhu Heping, Zhongzhou Ancient Books Publishing House, May 1, 2016, "Famous Paintings of All Ages".

[2] Pan Tianshou, Zhejiang People's Fine Arts Publishing House, 2015.10 (2022.1 reprint) On the composition problem.

[3] Lu Chen, edited by Liu Jichao; Lu Chen on Ink Painting, Anhui People’s Fine Arts Publishing House, 1990.

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Published

29-04-2025

Issue

Section

Articles

How to Cite

Zeng, W. (2025). The Aesthetic Loss of Chinese Philosophy in the 20th Century: Chinese Painting under Aesthetic Education . Journal of Education and Educational Research, 13(1), 173-175. https://doi.org/10.54097/nm87mz59