本研究旨在探討美國當代教育哲學家Maxine Greene的美育思想，透過詮釋學的研究方法，先瞭解其生平和思想背景，再從Greene美育觀的三個層面來探討，藉以提出對台灣美育發展之啓示。
首先，是Greene美育觀的核心概念「想像力」與「藝術」，這個部分側重於個人與美育的關係；其次，擴展至第二層面的教室與校園，Greene企盼學校能將美育放在教學的中心，注重學生的情意陶冶；最後，是Greene的終極理想，她希望藉由美感教育的施行，能落實民主多元，並打造一個可以容納各種不同聲音、種族、信仰，並充滿希望和創造的社群。
綜合前述探究，本研究提擬五點建議，以作為台灣美育發展的參考。
一、打造理想的美感教育：讓個人、校園與社群成為一個圓裡的共同組成要素，相互關聯彼此影響，讓「美育」居住在我們的生活世界裡。
二、培養師生的想像力及創造力：師生不要將美育拘泥在藝術科，應時時處處培養美感，讓美的感受與經驗成為生活的一部分。
三、回歸人性化的學校教育：學校不要將學生視作人力資源，要讓學生成為一位具有自由意志及選擇能力的個人。
四、落實多元文化的課程：從美育做起，讓學生透過文學及藝術等課程學習釋放想像力，透過他人的角度來觀看和聆聽，以開放的態度來認識自己的文化與他人的文化之差異，實踐對不同文化的尊重。
五、建立民主自由的社群意識：透過對話溝通與互助合作，將人們聯繫起來，並意識到彼此的差異性與共同性，願意為建立美好的家園而努力。

This thesis is dedicated to analyzing through Maxine Greene’s thought of Aesthetics and the methods she offers for teaching them.
Maxine Greene believes that teaching aesthetics is a three-fold endeavor; first we should establish an environment in which students can come in touch with arts and with their own imagination; second, teachers of all subjects should be aware of the importance of Aesthetic Education and third, we must consider everyone in the multicultural society we live in as a special individual and treat him/her as such.
My conclusion is that in order to establish aesthetics education in Taiwan, based on Maxine Greene’s theory, we must strive to fulfill the five following conditions:
We must understand that in an educational system which emphasizes aesthetics education the student, the school and the community are equally important. Or, as Maxine Greene puts it these elements (students, schools, communities) should be part of the same sphere.
We must work to release students’ imagination and encourage their creativity until the experience of aesthetics becomes part of their life-world.
We should treat students with humanity; we must not view as human resources but as individuals with free will and choice.
We must teach the art and literature of other cultures. That way students can learn to appreciate other cultures and to respect their differences.
We must teach the value of freedom and democracy so that we can have a society in which people are communicating and cooperating in order to have a better future.

中文部份
王曾才（1994）。世界現代史。台北：三民。
方永泉（2000）。文化工業與文化救贖---阿多的文化批判觀點及其美學意義。載於崔光宙、林逢祺（主編），教育美學（頁69-116）。台北：五南。
史玉琪（撰）（2004）。我在藍天下，跳舞：雲門藍天教室的故事。台北：天下。
江元慶（2005）。政大傳播學院公投拒絕東森獎學金。2005年11月25日，取自http://magazines.sina.com.tw/businessweekly/contents/
860/860-010_1.html
朱光潛（1991）。西方美學的源頭。台北：大鴻。
朱盈潔（2000）。Maxine Greene的自由哲學思想及其在教育上的蘊義。國立台灣師範大學教育學系碩士論文，未出版，台北市。
何曉東（譯）（1984）。Markell, Jan著。集中營裡的天使（Angles in the Camp）。台北：中國主日學協會。
吳靖國（2000）。教育理論。台北：師大書苑。
李亦園、古偉瀛（主編）（1987）。觀念史大辭典。台北：幼獅。
林玉体（1997）。西洋教育史。台北：文景。
林逢祺（2004）。教育規準論。台北：五南。
周行之（譯）（1969）。Camus, Albert著。瘟疫（The Plague）。台北：志
文。
邱兆偉（2000）。存在主義的教育哲學。載於邱兆偉（主編），教育哲學（頁121-167）。台北：師大書苑。
洪一賓（2001）。Iris Murdoch道德哲學及其在德育上之意涵。國立臺灣師範大學教育學系碩士論文，未出版，台北市。
徐恒醇（譯）（1987）。J. F. C. Schiller著。美育書簡（On the Aesthetic Education of Man in a Series of Letters ）。台北：丹青圖書。
徐秀菊（1999，3月）。從兒童情緒繪畫表現發展探討臺灣國小美術教育。載於行政院文化建設委員會中部辦公室主辦之「一九九九藝術教育」國際學術研討會論文集(頁573-584)，台中。
陸雅青（1997）。藝術治療。台北：心理。
張建成（2000）。台灣地區的鄉土教育。載於張建成（主編）。多元文化教育：我們的課題與別人的經驗（頁63-102）。台北：師大書苑。
曹永洋（1984）。世界文學史上的大白鯨。載於歐陽裕（譯），白鯨記。台北：志文。
崔光宙（1992）。美感判斷發展研究。台北：師大書苑。
黃昌誠（譯） （1995）。Van Cleve Morris著。存在主義與教育（Existentialism in education : what it means）。台北：五南。
黃光國（2001）。社會科學的理路。台北：心理。
傅佩榮（1994）。心靈的曙光。台北：洪建全基金會。
傅佩榮（2004）。哲學與人生。台北：天下文化。
傅湘雯（譯）（1999）。Cohn-Sherbok, Dan著。猶太教的世界（Religions of the Worlds Series: Judaism）。台北：城邦文化。
歐陽教（1991）。教育哲學導論。台北：文景。
廖仁義（譯）（1991）。Pivcevic, Edo著。胡賽爾與現象學。台北：桂冠。
劉元昌（1986）。西方美學導論。台北：聯經。
簡瑞容（1997）。對話、生活世界、覺醒─Maxine Greene教育思想之研究。國立政治大學教育學系碩士論文，未出版，台北市。
韓景春（2000）。實用主義的教育哲學。載於邱兆偉（主編），教育哲學（頁81-120）。台北：師大書苑。

英文部份
Arnow, S. H. (1972). The Dollmaker. New York: HarperCollins.
Ashton, R. (1996). The Life of Samuel Taylor Coleridge. Cambridge, MA: Blackwell. Retrieved November 14, 2005, from http://
www.incompetech.com/authors/coleridge/
Bronowski, J. (1973). The Ascent of Man. Boston: Little Brown.
Dewey, J. (1934). Art as Experience. New York: Minto, Balch.
Dewey, J. (1966). Democracy and Education. New York: Free Press.
Dewey, J. (1988). The Public and its problems. Athens, OH: Swallow Press.
DuBois, W. E. B. (1982). The Souls of Black Folk. New York: New American Library.
Freire, P., & Macedo, D. (1987). Literacy: Reading the Word and the World. South Hadley, Mass.: Bergin & Garvery.
Gates, H. L. Jr. (1992). Loose Canons: Notes on the Culture Wars. New York: Oxford University Press.
Geertz, C. (1983). Local Knowledge. New York: Basic Books.
Gowin, D. B. (1988). Foreword. The Dialectic of Freedom (pp. ix-x). New York: Teachers College press.
Greene, M. (1967). Existential Encounters for Teachers. New York: Teachers College press.
Greene, M. (1973). Teacher as Stranger: Educational Philosophy for the Modern Age. Belmont, CA: Wadsworth.
Greene, M. (1978). Landscapes of Learning. New York: Teachers College press.
Greene, M. (1988). The Dialectic of Freedom. New York: Teachers College press.
Greene, M. (1994). Carpe Diem: The Arts and School Restructuring. Teachers College Record, 95(4), pp.494-507.
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA: Jossey-Bass.
Greene, M. (1995). What Counts as Philosophy of Education. In Wendy Kohli (Ed.), Critical Conversation in Philosophy of Education (pp.3-23). N.Y.: Routledge.
Greene, M. (1997). Exclusions and Awakenings. In A. Neumann, & P. Peterson (Eds.), Learning from our Lives: Women, Research, and Autobiography in Education (pp. 18-36 ). New York: Teachers College press.
Greene, M. (1998). An Autobiographical Remembrance. In William F. Pinar ( Ed.), The Passionate Mind of Maxine Greene (pp.9-12). London: Falmer Press.
Greene, M. (2001). Variations on a Blue Guitar: The Lincoln Center Institute lectures on aesthetic education. New York: Teachers College press.
Greene, M. (2003). Art and Imagination: Overcoming a Desperate Stasis. In A.C. Ornstein、L.S. Behar-Horenstein & E.F. Pajak (Ed.), Contemporary Issues in Curriculum (pp.36-42). Boston: Pearson Education.
Held, D (1980). Introduction to Critical Theory. London: Hutchinson.
Husserl, E. (1970). The Crisis of European Sciences and Transcendental Phenomenology, tran. by David Carr. Evanston, IL: Northwestern University Press.
Kearney, R. (1988). The Wake of Imagination. Minneapolis, MI: University of Minnesota Press.

Lincoln Center Institute. (2003, December 23). Entering the World of the
Work of Art. Retrieved November 10, 2004, from http://
www.lcinstitute.org/philosophy_positionpapers_item.asp?id=7
Lincoln Center Institute (n.d.). A Brainstorming Guide. Retrieved November 10, 2004, from http://
www.lcinstitute.org/media/images/entering.gif
Pinar, W.F. (1998). Introduction. In W.F. Pinar(Ed.), The passionate mind of Maxine Greene: ’I am …not yet.’ London: Falmer Press.
Reed, F. R. & Johnson, T.W. ( Eds. ) (1996). Philosophical Documents in Education. New York: Longman.
Rilk, R. M. (1974). Selected poems. Los Angeles, CA: University of California Press.
Sartre, Jean-Paul (1949). Literature and Existentialism. (B. Frechtman trans.) Secaucus, NJ: Citadel Press.
Scruton, R. (1995). Imagination. In David Cooper (Ed.), A Companion to Aesthetics (pp.212-217). Oxford: Black well.
Tozer, S.E., Violas, P. C., & Senese, G. (2002). School and Society ---Historical and Contemporary Perspectives (4th ed.). New York: McGraw-Hill.
Tyack, D. B. (1974). The One Best System: A History of American Urban Education. Cambridge: Harvard University Press.
Walker, A. (1982). The Color Purple. New York: Washington Square Press.
Feinberg, Walter (1995). The Discourse of Philosophy of Education. In Wendy Kohli (Ed.), Critical Conversation in Philosophy of Education (pp.24-33). N.Y.: Routledge.