本研究主要試圖從情緒反思與美學生活實踐的角度，理解女性經驗與自我轉換歷程的多元樣貌。在一個強調差異、局部、多元與流動的後學時代，經濟、資訊科技與全球化的變遷以及消費文化的興起，使得婦女教育實體面臨急遽的轉換。女性學習不再只是為了滿足家人的需要，女性學習愈來愈趨向普遍化、去制度化與美學化，追求自我生活美學化的發展，建立日常生活的自我風格，已然成為當代女性工作、學習與社會參與的主要動力來源。包括各種商品消費、文化觀光與媒體經驗在內的各種學習場域中，愉悅情緒的體驗不僅是引領自我轉換的重要力量，更是一種自我意像傳達與創意的表現，也是自我關懷與倫理的修持。
本研究進而引用Maffesoli美學社群的概念，作為協調個人慾望、需求與婦女教育社會實踐之間關係的概念，主張以「美學反思性」作為引領「批判反思性」的重要概念。美學社群所彰顯的是一種與人共處的需要，使人可以因為同在一起而感覺美好，在基於對自我的關照與生活美學相似性而產生接合的過程中，逐漸形構美學的生活圈。因此，美學社群作為一種婦女學習的形式與途徑時，不再將個人自主性的追求視為婦女教育的目標，而是期望透過社群互動與溝通的過程引發個人內在深受理性所規訓的情緒與慾望的表達，突顯出人與人之間感情連帶的重要性，並藉由與他人分享經驗的快樂，彰顯出對自我的關懷與日常生活美學的實踐。而婦女教育理想的實踐與社會變遷的機制也就蘊含在此一情緒反思與生活美學實踐的過程中。
網際空間中，女性網友之間的連結與虛擬社群的形成，所反映的正是這樣一種基於情緒反思與日常生活的美學實踐而形構的美學社群。對於女性自我的學習與轉換而言，網際空間作為一種轉換性的空間，其轉換性潛能並非源自於自我認知的反思與理性計算，而是因為網際空間提供了自我與情緒越界的可能性，自我在虛擬世界裡所體驗到的差異、連結與同在的美好感覺，將不斷地陪伴著自我切換回到現實生活世界，理性與道德認知將逐步讓位給美學的倫理關係，據此作為自我轉換與知識建構的依據。

Based on the methodological approach of the emotional and aesthetic reflexivity, this study aims to construct a theoretical framework, which explains the process and the multiple pictures of women’s transformation. At the age of postism, the transforming reality of women’s learning and education becomes a significant question, as economics, information technology, globalization and consumption culture changes from time to time. Women’s learning not only satisfies the needs of the family, but also helps them achieve the aestheticisation of daily life. Obviously, women’s learning is getting universalized and de-institutionalized when women learn from consumption, various cultures, traveling, leisure activities, the media, etc. Through learning, women experience inner pleasure, which empowers women to achieve the self-transformation, and to create a self-image. That implies women’s practice of the care for the self.

According to Maffesoli, the aestheticisation of communality reveals ‘ethics of the aesthetic’. Thus, an aesthetic community, with a sense of the social responsibility of women’s education, serves to reconcile the rise of individual desires and needs. It is this aesthetic reflexivity that leads to a cognitive or critical reflexivity. The aesthetic community is an expression of the desire to experience togetherness, as a condition to feel good and to enjoy one’s life. By the affiliation of the similar-minded, women will be empowered through the forms of being-together. The aesthetic community as a form and an approach of women’s learning no longer emphasizes the importance of personal autonomy. Rather, it emphasizes the importance of the interactive process of the community that provokes the expression of the personal emotions and desires deeply suppressed and disciplined by ration. The connection of the interpersonal emotions and experiences is a way to express the care for the self and the stylization of daily life. This process of the emotional and aesthetic reflexivity implies the practice of women’s education and the agency of social change.

In cyberspace, the connection of the women and the formation of virtual communities reflect an aesthetic form of communities, which is based on the idea of emotional and aesthetic reflexivity. In terms of women’s learning, cyberspace as a transitional space, its transitive potential comes from the transgression of corporeal boundaries, not from the cognitive reflexivity and the rational calculation. The feelings of difference and being-togetherness experienced in cyberspace will influence one’s real life. Through the interaction of real and virtual realities, the aesthetic relationship will replace the moral cognition to influence the self transformation and knowledge construction.

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