Abstract

This study examines how Wu Guanzhong’s cross-cultural aesthetic philosophy can serve as a conceptual and pedagogical resource for advancing aesthetic modernity in contemporary Chinese art education. Although Wu has long been recognized for his innovative synthesis of Chinese imagery and Western formalism, limited research has explored the educational significance of his artistic approach. Drawing on a multi-method qualitative design combining literature analysis, visual interpretation, cross-cultural comparison, and reception study, this research analyzes the structural principles, aesthetic logic, and cultural negotiations embedded in Wu’s representative works and writings. The findings indicate that his emphasis on formal autonomy, structural clarity, and perceptual experience provides a model for cultivating visual literacy and aesthetic reasoning in the classroom. Moreover, Wu’s construction of a “cross-cultural dialogue field” demonstrates how intercultural aesthetic exchange can reinforce cultural identity while expanding students’ global artistic awareness. Audience responses to his exhibitions further reveal a shift toward participatory engagement, suggesting pedagogical strategies that encourage interpretive independence and reflective inquiry. By synthesizing these insights, the study proposes an educational framework that integrates Wu’s artistic concepts into curriculum design and teaching practice. The research contributes to ongoing discussions on aesthetic modernity and offers a culturally grounded yet internationally relevant model for art education in China.

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