Connotation and Essence of"Music Aesthetic Education"

The ideas of school in modern China were formed at the beginning of the 20th century along with thoughts of modern aesthetic and went through three stages:music aesthetic education,music as aesthetic education and music aesthetics as the core of education,of which music aesthetic education,i.e.music regarded as an important content and form of aesthetic education,has been a major thread running through all time and embodied in the educational files of the government and relevant literature.This idea ofmusic aesthetic education is different from the western philosophy ofMEAE(Music Education as Aesthetic Education) in that apart from its pure aesthetic educational potential,it emphasizes more the non-ontological value of music,that is to say,its instrumental value in assisting moral and other social functions.Therefore it is tinted with a utilitarian pragmatism.It comes from the absorption of classical German philosophical concepts ofaesthetics andaesthetic education on one hand and the influence of the Confucian cultural tradition of China on the other.That this idea has long held theorthodox status is due to the inertia of cultural history and the requirement of the development of modern China and of the country's educational policies.A correct interpretation of the import ofmusic aesthetic education will help develop theories of with Chinese characteristics.