Aesthetic Judgment in Aesthetic Experience Education: A Study Centered on Levinson's Eclectic Realism

Teaching aesthetic experience is important because it enriches our awareness and appreciation of aes-thetic objects and improves our ability to communicate visually with the world around us. However, there are many misconceptions and difficulties when it comes to teaching aesthetic experience in art classes. To address this, a clear and systematic approach is needed. This study assumes that aesthetic experience is fundamentally based on aesthetic judgment, and this aspect is explored in depth. The research questions are: First, how does the understanding of aesthetic judgment work in aesthetic experience education? Second, how can Levinson's eclectic realism be applied to improve aesthetic experience education in art education? This paper explores Levinson's eclectic realism, which maintains an appropriate balance of objectivity and sub-jectivity in aesthetic judgment, and proposes directions for its implementation in aesthetic experiential education. Levinson's theoretical framework provides a direction for developing both the analytical and person-al dimensions of aesthetic experience, which can be utilized in art education. The establishment of these cri-teria for aesthetic judgment can be a concrete tool in the design, teaching, and assessment of curricula to help students develop a comprehensive understanding of aesthetic experience and aesthetic sensitivity. By incorporating Levinson's eclectic realism into the teaching of aesthetic experience, we can provide more bal-anced and effective art education to enrich students' aesthetic experience and aesthetic judgment.