在高科技運用的年代，吾人已習慣與科技共處，新型態的智慧科技逐漸影響現代人的生活，科技愈是進步就愈加速人類摒棄傳統靈光的傳承，使人類養成依賴科技技術完成各項任務的態度，這種現象在當今的教育場域已蔚然成形，使教育現場的風景發生異化與質變，這樣的現象是有助於教育更趨近於理想？抑或是與教育本質越行越遠？本論文從Walter Benjamin面對機械複製時代提出的美學觀出發，因十九世紀複製技術造成市場的流通，導致資本主義的發達，文化工業量化的劣質品充斥，降低人們的生活品味與品質卻不自知。Benjamin採取一種彌賽亞救贖的美學觀試圖消解資本主義與文化工業造成的危機，並企圖在傳統靈光消失的現代化社會中，嘗試尋找適合新時代的靈光。當今社會已邁向人類與科技相互交纏的後人文時代，針對「教育美學蘊義探析：數位科技與教育靈光的靜態辯證」而言，本研究建議面對科技與人界線混淆的後人文境遇，教育可以應用Bejamin強調「否定性」與「星叢思維」之「救贖美學觀」，透過多元觀點的自省與開展，應注重「去標準化作業模式」、「陶養美學人文內涵」、「數位科技作為輔助工具」、「鼓勵創意文化發展」與「合作分享共好共榮」等面向，據此導引教育本質的靈光持存，重塑新時代的靈光。 / Living in the high-tech era, human and technology have been closely intertwined. Emerging Technologies not only gradually change people’s way of life, but also unconsciously influence educational practice. Facing this condition of overdependence on science and technology, the author is curious to ask: will high-tech application make education better? Or worse? This dissertation takes Walter Benjamin’s aesthetics in age of mechanical reproduction as starting point, the author analyses Benjamin’s Messianic redemption aesthetics for replying the crisis which is caused by capitalism and the culture industry, and attempting to seek ”Aura” which is disappeared with the death of tradition. Under post-human context of humanity and science entanglements, this study suggests education can apply Benjamin’s aesthetics of "negativity" and "constellation of thinking" to unfold pluralistic educational horizons, and also can pay attention to "di-standardizing of educational practice "," cultivating humanities "," integrating digital technology as a instructional supplementary tool", " encouraging creativity and cultural development "and "cooperating for sharing common prosperity ", the author anticipates to lead and reshape new “Aura” for the age of digital reproduction.