【作者】 肖雄；

【导师】 张国骥；

【作者基本信息】 湖南师范大学 ， 教育原理， 2004， 硕士

【摘要】 作为救亡道路的一种探索,教育救国论在中国近、现代蔚然成潮。建基于“再造文明”现代化理论与实用主义哲学之上的胡适教育救国思想是其中较为典型的代表。既有的研究往往注重从历史学的视野进行探讨,在革命与改良的关系上做文章。本文试图侧重从现代教育转换的角度,对其反封建教育,提倡科学、民主、自由的现代教育内涵进行剖析,从而揭示其历史影响与现实意义,为“教育兴国”、培养“现代人”等时代课题提供一些借鉴。 本文大体分四部分。第一部分:胡适的教育救国思想的形成、发展。这一部分对其思想的形成、发展阶段进行了简单疏理。第二部分:胡适教育救国思想的理论基础——“再造文明”(现代化)理论与实用主义教育工具论。这一部分分析了其思想的两大理论支撑,“再造文明”的现代化理论与实用主义的教育工具论。胡适认为,救国的出路在于“再造文明”(现代化),“再造文明”的要旨在于充分学习西方的科学、民主,并以之对封建文化、思想意识进行改造,实现社会的现代化;教育对于学习西方文明和改造国民性都具有不可替代的重要作用。因而,教育是“再造文明”、救国的根本手段。师承杜威实用主义的胡适也认为教育是改造社会,重建新的社会文明的最基本的方法,从教育哲学的角度论证了“再造文明”,教育救国的可能性和必要性。二者既是其思想的深层理据,亦彰显出与其他教育救国论者之显著区别;第三部分:“再造文明”之旅的教育探索——教育的现代功能论与自由、独立的现代人格观。兼及教育救国思想指引下胡适更多还原

【Abstract】 The theory that education can save the nation from extinction becomes the tide luxuriantly in recent and modern times. The thought of HuShi’s is comparatively typical representative among them, whose theory that education can save the nation builds on modernization theory of "rebuilding civilization" and pragmatism philosophy. Often pays attention to probing into the field of history, and making an issue of revolution and reform in the research that has already had. This text attempt to lay particular emphasis on the angle of the transformation of the modern education, to analyze its being against feudalism education and advocating the modern education of science, democratic, free. Thus to announce its history and realistic meaning and to offer some reference for some modern subjects, just as "education makes the country prosperous"," training "modern person" etc.This text divides into four parts on the whole. The first part: The forming and development of Hushi’s thought that education can save the nation. This part gives us a simple review on the forming and development of Hushi’s thought. The second part: The theory foundationof Hushi’s thought that education can save the nation------Education is thebasic means of "rebuilding civilization" (modernization) and the foundation to save the nation. This part analyses these two theory foundations of Hushi’s thought: the modernization theory of "rebuilding civilization" and the education tool theory of the pragmatists. The gist of’’rebuilding civilization" lies in studying the western science and democracy fully, at the same time, remolding feudal cultures and ideology to realize the social modernization. And it has undisplaced effect for education to study the western civilization and remold the national personality. Therefore Hushi who follows Dewey’s pragmatism also deems that education is the most basic means to remold the society and rebuild new social civilization. So from the point of education philosophy, he has proved "rebuilding civilization", also the necessity and possibility of education saving the nation. The both have their deep motivations of thoughts and also are clear to show the remarkable differences between the other theorists of education saving nation. The third part: Theeducation probe on the way of "rebuilding civilization". ------the theoryof social function of education and the viewpoint of independent modern personality. And concurrently under the guidance of education saving the nation, Hushi has made some transformations and contribution of education. The modern education can drive people with freedom, independence, and tolerant modernized personality through training. Give full play to the function of the modern economy, politics, and culture transformation in education. Build the material and political social civilization taking science, democracy as main sign, in order to establish the solid material, psychological foundation for "rebuilding civilization". This is the pedagogy basic of Hushi’s advocating of education saving the nation. The forth part: The modern remark on Hushi’s thought of that更多还原