Abstract
This study clarifies the disjunctions between Swimmyʼs reception in Japan, the authorʼs thematic intention, and the workʼs artistic essence, and subsequently examines methods for art appreciation education. First, both teaching materials and audiences interpret the work as a Japanese narrative of cooperation. Viewers tend to assume that Swimmy cooperates with his peers out of inferiority and fear of exclusion, and their empathy centres on the small fish, reflecting a desire for harmanoy within the group. Second, the authorʼs thematic focus is the social mission of a gifted artist. Third, a crucial dimension of the work lies in Swimmyʼs solitary encounters with diverse creatures, through which he regains vitality-an “invisible stimulus” that operates unconsciously. Finally, the study explores the potential for a dialectical approach to art appreciation education capable of bridging the gaps between reception, authorial intention, and artistic essence.
