「臘月風和意已春，時因散策過吾鄰。」宋朝陸游在晚年某一個臘八隆冬時節，趁著稍現的暖意拄杖散步到西村舒心，賞玩鄰人熬煮佛粥過節慶的景緻。冰封的時節對應著受限於老邁多病的身體，依著暖意與拐杖，仍然要在紅塵俗世中步行出悠閒的心境。
散步，一直是哲人找到身心靈平衡的處方，也是一切天賦得以自由發揮的繆思。人的身心在時空之中，不可能不受到自然因果法則的限制，而受限制的心靈對於自由的渴望，根源來自於心靈與意識能夠透突破因果法則的侷限，自由聯想。一旦意識到限制，我們活潑的想像力就會想要脫韁而飛，而正是這種限制與自由矛盾的結合，人類才有了「美」的體驗。康德在他的美學（《判斷力批判》）中，就是依此而拒絕了古典美學那種嘗試為美訂下黃金標準的企圖，而指出美感來自於心靈本身對生命的品玩，不可能匡限於任何規則。美感風格雖看似有章法，但實則是對規則的超越，並從超越中創造新的規則。人類歷來一直都從美的品味中，創造一切新的技藝與文明。
在歐陸，入林散步（im Wald gehen）孕育出浪漫時期的文豪與哲人，成就歐陸璀璨的人文頂峰；在東亞，人們把生活環境打造成在極度受限中卻能自由徜徉的林園，如貫串許多京都庭園的「哲學之道」，長養出了西田幾多郎為代表的京都學派。在東海大學與世無爭的美麗校園中散策，我們隨著康德美學的幽徑，緩步走出古典美學，挖掘美感的根源，並找到我們心靈中豐美的才賦搖籃，勇敢地開創出屬於每一個人獨特的美麗人生。"The moon is already spring, and I have been wandering through my neighbors because of my distraction." In a certain winter festival in the late 8th year of Song Dynasty, I took advantage of the warmth of the little girl to walk to the west village to comfortably enjoy the fun of the neighbors cooking Buddhist porridge and past the festival. The scenery. The frozen time period is limited to the sickly body of the old man. With warmth and crutches, you still have to walk out of a leisurely state of mind in the red world.
Walking has always been the way for philosophers to find a balance between body and mind, and it is also the thought that all geniuses can freely develop. The human body and mind are in time and space, and it is impossible for a person to be not limited by the natural law of cause and effect. The restricted mind's desire for freedom comes from the ability of mind and mind to break through the limitations of the law of cause and effect and to think freely. Once we realize the limitations, our lively imagination will want to fly away, and it is this combination of limitations and the contradiction between freedom that humans have the experience of "beauty". In his aesthetics (Critique of Judgment), Kant rejected the classical aesthetics' attempt to set gold standards for beauty, and pointed out that beauty comes from the spirit itself's taste for life, and it is impossible to make it clear. Limited to any regulations. Although the aesthetic style seems to be patterned, it is actually a transcendence of rules and creates new rules from transcendence. Human beings have always created all new technologies and civilizations from the taste of beauty.
In Europe, im Wald gehen gave birth to literary and philosophers in romantic times, and achieved the brilliant humanistic peak of Europe; in East Asia, people have built their living environment into a forest where they can wander freely under extreme limitations, such as He has followed many of the "philosophical ways" in Kyoto Gardens and has grown up the Kyoto school represented by Shitaro Nishida. In the beauty campus where Donghai University is in conflict with the world, we follow the secrets of Kant's aesthetics and step out of classical aesthetics, explore the roots of aesthetics, and find the talented talents in our hearts, and bravely create the ones that belong to each A unique and beautiful life.
Wenzel, Christian H. (2005). An Introduction to Kant's Aesthetics. Core Concepts and Problems. MA, Oxford & Victoria Australia: Blackwell.
文哲（2011）。《康德美學》。譯者：李淳玲。台北：聯經。
Pluhar, Werner S. trans. (1987). Critique of Judgment, by Immanuel Kant. Indianapolis/Cambridge: Hackett.
Guyer, Paul & Eric Matthews trans. (2000). Critique of the Power of Judgment, by Immanuel Kant. Paul Guyer ed. Cambridge, NY, Melbourne and Madrid: Cambridge University Press.
Wenzel, Christian H. (2005). An Introduction to Kant's Aesthetics. Core Concepts and Problems. MA, Oxford & Victoria Australia: Blackwell.
Wenzhe (2011). "Kant's Aesthetics". Translator: Li Chunling. Taipei: Union.
Pluhar, Werner S. trans. (1987). Critique of Judgment, by Immanuel Kant. Indianapolis/Cambridge: Hackett.
Guyer, Paul & Eric Matthews trans. (2000). Critique of the Power of Judgment, by Immanuel Kant. Paul Guyer ed. Cambridge, NY, Melbourne and Madrid: Cambridge University Press.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席出席 Attend |
15 | 出席率 |
| 課堂參與課堂參與 Class Participation |
25 | 課堂口頭發表與參與討論 |
| 期中分組報告期中分組報告 Mid-term division report |
20 | 學期分組專題計畫報告 |
