本文旨在闡明Lyotard如何解構Kant的壯美觀，並探討其在情意教育上的省思。首先，分為四個部分加以說明：一、Kant壯美觀的背景與內涵；二、Lyotard衍異哲學的背景與內涵；三、Lyotard解構Kant壯美觀的論證；四、Lyotard對現代藝術的詮釋。其次，本文根據Kant與Lyotard的美學立場，針對國內推展情意教育所必須面對的問題，進行深入的省思：「語言能否表達情感？」、「情感能否加以轉化？」、「轉化能否建立規則？」。最後，一方面評述Kant與Lyotard壯美觀的特色與限制，另一方面為國內情意教育提出具體可行的四點建議。

The purpose of this study is to illuminate Lyotard’s deconstruction of Kant’s philosophy of the sublime, and to develop its implications for affective education. First, the paper describes the Enlightenment background of Kant’s theory of the sublime. Second, it illustrates the “postmodern condition” and Lyotard’s philosophy of the “differend.” Third, it analyzes the arguments Lyotard uses in deconstructing Kant’s sublime. Fourth, it explores Lyotard’s interpretation of modern art. Most importantly, Lyotard claimed that Kant’s arguments were invalid and his definition of the sublime was inappropriate. Lyotard ironically rewrote “The family story of the Sublime” in order to set forth his new interpretation about the “Sublime as Differend.” This interpretation was set in the context of his earlier theory of the petit recits whse functioning through “difference” overturned the self-identity of grand narratives. In this study, the following questions will be discussed: “Can we use language to express our feelings?”; “Can our feelings be transformed?”; “Can we construct the rules of such transformations?” Finally, this paper analyzes the important features and limitations of Lyotard’s as well as Kant’s sublime philosophy, and offers four specific suggestions regarding the praxis of affective education.