李歐塔的崇高美學深受柏克、康德、黑格爾和阿多諾美學的影響，主要在探討崇高的意義、崇高的範疇、崇高的起源、崇高的特徵和崇高即衍異。李歐塔主張崇高感在性質上並不像美的愉悅感受那般的平靜與和諧。相反的，崇高感卻是一種愉悅與痛苦兩者兼具的情感。崇高的範疇包括數量的崇高和力學的崇高，崇高的父母親分別來自兩個不同的家庭。母親是「判斷」，父親是「理性」。當人類運用理性與想像力時，雖然所面對的是同一個對象，但是兩者的處理方式不一樣，而且彼此之間的絕對差異是無法加以解決的。李歐塔將這種無法解決的差異稱爲「衍異」，將面對這種差異的感受稱爲「崇高」。李歐塔的崇高美學可以拓展新的美學概念，增進崇高意義的瞭解，肯定審美教育的功能，呈現更多無法表達的概念，並且結合傳統與現代藝術。但是，其崇高美學也存在著過度重視差異的表現，造成藝術鑑賞共通感的喪失。過度強調前衛藝術概念的展現，窄化了藝術表現的面向。過於偏向崇高的後現代美學，導致當代美學的偏頗發展等問題。李歐塔的崇高美學具有重要的教育涵義，相當值得我們加以重視，以作爲我國改善審美教育、藝術教育和普通教育的參考。李歐塔的崇高美學具有重要的教育涵義，相當值得我們加以重視，以作爲我國改善審美教育、藝術教育和普通教育的參考。

Lyotard's aesthetics of sublime affected by aesthetics of Burk, Kant, Hegel and Adorno, its contents are mainly to discuss the meaning, category, origin, characteristics of sublime and sublime as differend. He argued that sublime feeling is not so peace and harmony like delight of beauty in nature. In opposite, sublime feeling is a sensation with delight and pain. The categories of sublime include mathematic and dynamic sublime. Its parents are judgment and reason from different families. When human being applies reason and imagination, although they face the same object, they have different ways to handle it, but they can not solve the absolute difference between them. Lyotard called this difference differend and the feeling about this difference sublime. Lyotard's aesthetics of sublime can expand the new concept of aesthetics, facilitate to understand the meaning of sublime, affirm the function of aesthetic education, present more unconceivable concepts, to integrate traditional and modern arts. But his aesthetics of sublime has also some problems, such as, it pays too much attention to the performance of difference that leads to the loss of sensus comunis, it over emphasizes the display concept of avant-garde that limits the dimension of art performance, it lays particular stress on postmodern aesthetics of sublime that leads to the bias development of contemporary aesthetics. Lyotard's aesthetics has crucial implications of education. That deserves us to place important on it, in order to make it as references for improvement of aesthetic, art and general education in Taiwan.