弗洛伊德“人格结构”与麦克林“脑三位一体”学说--《神经美学》教学中遇到的问题、解决方案与讲义

《神经美学》课程在中国科学院大学(国科大)生命科学学院首次开设,吸引了来自生命科学学院内外34种不同专业的99位研究生选课.神经科学或心理学专业的学生占26.5%,虽来自生命科学专业但神经科学知识基础相对薄弱的学生占63.5%,完全没有涉猎过神经科学和心理学的理工科学生占10%.因此,在教学过程中,既要讲授神经科学等方面的基础知识使初学者得以理解《神经美学》,又要时时吸引神经科学和心理学专业研究生的学习兴趣.为此,我们设计了一个有针对性的教学方案,即把《神经美学》专业内容与相关神经科学的基础知识和前沿研究成果匹配在一起讲授,同时注意与学生互动、讨论.比如,在讲授弗洛伊德"人格心理结构"时,先介绍麦克林"脑三位一体"学说和"脑的弥散性调节系统",再讲解"本我"与原始皮层和古皮层、"超我"与新皮层,以及"自我"、"本我"和"超我"的关系.然后讨论艺术创作、审美体验的神经基础,以及对经典画作的理解和审美等.课程内容从人格心理、脑结构、神经元、分子(神经递质)四个层次,为学生构建了一个较为宽广的思维空间.从学生课后提交的学习心得来看,此次教学不仅激发了他们对《神经美学》的兴趣和学习热情,同时提高了学生从美学角度进行思考以及追求美的意识.

Psychological Structure of Personality and Triune of Brain

Neuroaesthetics is a discipline in the study of the brain and cognitive basis for aesthetic experience and artistic creation. The course of neuroaesthetics was first opened in the college of life science at the university of Chinese academy of sciences (UCAS), attracting 99 graduate students from 34 different majors.Students majoring in neuroscience or psychology accounted for 26.5%, those majoring in life sciences but with a relatively weak knowledge base of neuroscience accounted for 63.5%, and those majoring in science and engineering with no experience in neuroscience or psychology accounted for 10%. Therefore, in the teaching process, we should not only teach basic knowledge of neuroscience and other basic aspects to beginners, in order to better understand neuroaesthetics, but also constantly attract the interest of graduate students majoring in neuroscience. To this end, we designed a set of targeted teaching program, that is, the basic knowledge of related neuroscience is taught together with the professional content of neuroaesthetics. When introducing cutting-edge research results, pay attention to interaction and discussion with students, and then summarize for interesting viewpoints. For example, when teaching Freud"s "psychological structure of personality", we introduce Maclean"s "triune of brain" theory and also introduce the "diffuse regulatory system of the brain". Then "Id" is discussed corresponding to paleocortexandarchicortex, "superego" to neocortex. The relation of "ego" with Id and superego is also discussed in order to stimulate students" interest in and comparative thinking of the two theories of "personality structure" and " triune of brain ". Then, the visual information processing network is introduced. Finally, the creation characteristics of classic paintings are introduced, and the generation of aesthetic feeling is discussed. The content of the course analyzes aesthetic experience from the four levels of personality psychology, brain structure, neuron and molecule (neurotransmitter), and constructs a relatively broad thinking space for students. According to the learning experience submitted by students after the course, this teaching not only stimulates their interest and enthusiasm for learning neuroaesthetics, but also improves students" awareness of thinking from the perspective of aesthetics and the pursuit of beauty.