德國美育哲學家席勒（F. Schiller,1759-1805） 認為透過美感教育(Aesthetic Education) 人類的感 性、理性與精神得以整體和諧發展。我國的古籍禮記 與樂記，也主張藉由「外在禮儀」調和「內在樂和」， 以創造人類生活的諧和與進展。美感培育離不開個 人、教育、政策、社會環境，美感培育的途徑與媒 介也是多元的。當今全球文化互相影響，多感官的 文化體驗、不同的價值文化衝擊，每個人美學素養， 必須紮根於不斷內化的美感教育。因此，全民美學素 養極待政府、學校、與社會多方面合作，共同關注， 促使美感教育能落實於個人、家庭與社會。 本文分別探討美感生活與經驗的價值、美感理 論與實際問題、如何藉追求音樂美感經驗以提升人 類藝術生活品質，期使每個人能將身心調整到能充 分發揮機能的狀態，使生命的能量可以盡情地揮灑 出奪目光彩，達到能體會藝術的真善美境界。

Schiller (F. Schiller, 1759-1805), the German aesthetic philosopher, claimed that through aesthetic education, the human senses, sensibility, and spirit could evenly be developed. The Book of Rites ( 禮記) and the Book of Music ( 樂記) also advocated that the“external rituals” can ultimately lead to the“inner tranquility”and thus establish harmony and progress in human life. Aesthetic education is inseparable from the cultivation of individuals, education, government policy, and social environment. Also, the way or media to foster aesthetic education is notably diverse. Under the impact of globalization, the multisensory cultural experience and the different values arising from culture shock are the inevitable by-products of this incoming change. Thus, the aesthetic qualities embedded in every individual ought to be rooted in the internalization of esthetic education that continues. Therefore, aesthetic education on a nationwide scale requires multi-faceted cooperation and concerns among government, schools, and community, to ensure that aesthetic education be implemented on the part of individuals, family, and society. The pursuit of musical aesthetic experience will improve the quality of human life. If people can make their physical and psychological state function to the maximal extent, their life energy will emit beams of light with dazzling brilliance, culminating the genuine appreciation of the realm of art.