多元文化觀與藝術教育 作者:郭禎祥(國立臺灣師範大學美術研究所)

摘要：

杜威(1916)曾指出，民主社會的教育制度，必須能夠培養個人發自內心的關切社會關係、思想自制和習慣，以促成社會的轉變但不導致混亂。多元文化的教育就是這樣的教育。
多元文化教育的目標
一、增進個人對自我和自己文化的了解，以及學習如何適應大環境。
二、要幫助學生培養對其他文化的接納與尊重。
三、鼓勵個人自由的選擇他願意加入的文化群體，選擇他能夠接受的生活方式、價值觀念和信仰。但在同時，多元文化教育也強調，人人都有責任共同維護該國的文化。
藝術教育與多元文化
從多元文化的角度來看待藝術，不僅是要涵括不同種族的作品，次文化團體也應該包含在內。據此，對藝術作品的研究與了解，還應考慮創作者的性別、階級、年齡、政治、宗教等因素。
從高更到拉丁美洲--多元文化觀的省思
高更早年在拉丁美洲的經驗，促成他日後能夠以寬闊的心胸，對這些「原始人民的環境和神話」心懷敬重。這些神話表現在他的作品中，是當地人民的信仰與思想，而非奇風異俗。誠然他與拉丁美洲的接觸和他的秘魯血統，使他看待「其他人」時更敏感、更尊重，看法更寬廣、更關懷。這些例子激發了多元文化的觀念，這也是 今日藝術教育的中心思想。

《詳全文》

Multiculturalism and Art Education Author: Ann C. S. Kuo(Graduate Institute of Fine Arts, National Taiwan Normal University)

Abstract：

John Dewey stated that a democratic society "must have a type of education which gives individuals a personal interest in social relationships and control and the habits of mind which secure soical changes without in-troducing disorder. Multicultural education can be that type of education" (Dewey, 1916).
The Objectives of Multicultural Education
1.Increase individuals' self-understand ing and understanding of their cultures, and assist them in adapting to the larger environment.
2.Cultivate individuals' acceptance of, and respect for, other cultures.
3.Encourage individuals to freely choose the cultural entities of which they wish to be a part, and to select the lifestyles, values, and beliefs that they see fit. At the same time, multicultural education also stresses that all individuals have a responsibility to preserve the shared culture of their country.
Art Education in a Pluralistic Society
Viewed from a multicultural perspective, art must comprise not only the workds of different peoples, but also the works of different sub-cul-tures. Thus, the study and understanding of works of art must address such diverse considerations as the sex, socialclass, age, politics, and religion of their creators.
Gauguin in Latin America -Precursor of Multiculturalism
Gauguin's experience in Latin America left him with a deep respect for the en-vironment and mythology of the local people and enabled him to bring a greater breadth of vision to his subsequent painting. His depictions of the mythologies and life of the South Sea Islands are not quaint representations of foreign lands; instead, they reflect the actual beliefs and thinking of the local people. To be sure, his contact with Latin America and his Peruvian ancestry equipped him to view "the other" with greater sensitivity, respect, breadth of vision, and care. Nevertheless, his example was an important early catalyst in the development of the pluralistic views that are at the heart of art education today.