Abstract
The spirit, respecting to extend man's originality and creativity was produced from the anthropocentricism in modern Europe and it has been a fundamental teaching idea for art education for the last thirty years after the World War II. This spirit, however, has also aroused my suspect through practices that we cannot sufficiently cultivate students' humanity and personality by emphasizing this spirit only. In this sense, I have been bringing my concern into focuss on this problem from every viewpoint imaginable. As a result, I have come to carry the following ideas into practice: For the first thing, while we understand and employ effectively the virtue of the 'originality and creativitycentred' education, we should direct our eyes to man's future and let students ask themselves what they live for or how they can appreciate the value of man's existence, and at the same time let them think deeply over this or that about themselves. For the second thing, we lead students to know how to love nature (every thing in this cosmos) and to feel that they are in one united body. Adapting those two standpoints into the present art education, I have made some experiments to unite the both. This time, through my studies, I am to describe the reason why I have come to propose a new idea, the Great Subjectivity' and a new teaching method into present art education.
