大学的理想与理想的大学——赫钦斯高等教育思想研究

【作者】 李建强；

【导师】 滕大春； 贺国庆；

【作者基本信息】 河北大学 ， 外国教育史， 2000， 博士

【摘要】 本文论述了赫钦斯高等教育思想的主要观点，及其对改进我国当前高等教育的借鉴意义。 赫钦斯（R.M.Hutchins）是20世纪美国最有影响的教育家之一，是永恒主义教育流派的代表人物，是在高等教育方面著述颇多的美国大学校长。 赫钦斯对美国高等教育中流行的实用主义、功利主义、职业主义深为不满，认为它导致了高校课程的支离破碎和统一性的丧失，造成了学科界限，阻碍了学科间的交流。他分析道，大学由于缺乏资金，不得不走向市场，与商界和政府合作，使大学丧失了自己的标准和理想。他认为，金钱的诱惑是导致美国大学蜕变的深层原因。 赫钦斯是一位大刀阔斧的改革者，他在芝加哥大学的改革，如疾风骤雨，震撼了当时的学术界。他是一位严厉批评教育商业化的人士。他一直都是学术自由的极力维护者。 赫钦斯是美国古典名著课程的创始人，也是改革美国高等教育课程的思想家。他极力反对知识和学科的分裂，他所推行的改革就是用博雅教育（LiberalEducation）和通才教育（General Education）对大学的课程进行整合。 赫钦斯对待自然科学的态度是，积极支持“纯科学的研究，而反对在大学中搞工匠式的，琐碎、狭窄的实用技术。他领导的芝加哥大学在攻克原子弹制造的关键技术方面立了头功，使人类进入了原子能时代。这也是赫钦斯大力倡导“创新知识，重视人才，勤奋工作，立足实验”的芝大精神的结果。 赫钦斯高等教育思想的主要观点有：1．大学应是灯塔，不应是镜子。应勇敢担负起引导社会的神圣职责，不应为迎合市民大众的浅近需求而盲目随波逐流。2．大学的教育目标，不应只着眼“人力”，而更应着眼“人性”，不能只培养赚钱的工具，而应培养有学识、有智慧、止于至善的人。3．教育应在特殊中见普遍，在短暂中见恒久。最有用的教育也是最重理论的教育，急功近利的职业主义对大学教育是有害的。4．最有价值的教育，最应由大学承担的教育是通才教育。通才教育可以培养学生的智力美德。经历世代考验，闪烁真理光辉的“永恒学科”是通才教育的主要内容。 2 大学的理想与理想的大学——赫钦斯高等教育思想研究 赫钦颗的高等教肖思想在美国，乃至世界都有着持久的影响力。从《走向封闭的芙口芍 抑y门O。1二ig（）f thtAnlf1CCll Mhd）、《大学白理想扒T卜el 上fll Of山。U。liver。fly）、《大学：美国大学生的就读经验》（（？）llege：the Und。graduat。P：xl。erl－。nce i；。八nl。lica）这三部书中，可以看到赫钦斯高等教育思想薪尽火传的｛if实。 在人类进入新世纪时，赫钦斯教育思想这——一直受冷落的“不合时宜的真理”（Ull。。。。）））N。t－）；l山）变得合乎时宜起来了。现代科学由高度分化向高度综合发展的趋势使他的通才教育理论大放光彩；当人们看到科技这柄“双刃剑”可能造成的危害后，便开始重新重视人文教育；“以人为本；重视理论，知识创新”这些赫钦斯曾强调的教育观点正是知识经济所需要的。更多还原

【Abstract】 The dissertation gives a full expositon of R. M. Hutchins?chief views of higher educational ideology, and the significance of his views in regard to the improvement of current higher education in our country. R. M. Hutchins, one of the most influential American educators of the 20th century,is the representative of perennialism one of the educational schools, and the president of an American university who ever wrote the greatest number of books on higher education. Hutchins was dissatisfied with pragmatism, utilitarianism and vocationa[ism prevalent in the America higher education, which he thought resulted in the frag- mentation of the curriculum and the deprivation of its unity, the disciplinary bonds and hindrance of interdisciplinary exchange. He came to a conclusion through analy- sis that due to the lack of funds, colleges were obliged to move towards the market and cooperate with business circles and the goverrnent, then they lost the standards and ideal of their own. He considered the temptation of money to be the underlying reason for the transformation of American colleges Hutchins was a resolute reformer, whose reform in Chicago University shook the then academic circles. Meanwhile he remained a devoted supporter of the aca- demic freedom and criticized severely the commercialization of education. In addition, he was the founder of the curriculum setup of great books in Amer- ica, and thinker of the reform of the higher educational curriculum of America. He did his utmost to oppose the split of knowledge from the discipline. The reform he pursued was primarily concerned with the integratation of college curriculum through Liberal Education and General Education. Hutchins adopted an attitude towards natural science that supported actively 損urely scientific reserch and opposed to the craftsmanlike, trivial,narrow, pragmat- ic technique? Under his leadership, Chicago University made the greatest contribu- tion to surmounting the key technique of making atomic bombs, hence, the atomic 4 energy era was ushered in. This was also the result from Hutchins?energetic advo- cacy of 揅re~ ic New Knowledge~ Value Tak~nts, Work L)iligeittty, he hased on Lx- periments -梩he spirit of Chicago University. Hutchins main views of higher educational ideology are as follows: First, col- leges should be lighthouses instead of mirrors, and should undertake bravely the sa- cred responsibility of guiding the society rather than cater to the simple needs of the public and drift blindly. Second, the educational objectives of colleges should aim for 揾umanity?instead of 搈anpower?,and foster learned, intelligent students, instead of the ones who only knew how to make money. Third, the universality of education should consist in its particularity,perennial in transience. The most useful education should attach greatest importance to theories, while vocationalim, eager for quick success and instant benefit,was harmful to college education. It was General Educa- tion that was most valuable and that colleges should take as their prime objective. General Education can foster students?intellectual virtues. 揟he perennial sub- jects? which had undergone trials from generations to generations and radiated truth,were what General Education primarily involved. Hutchins?ideology has a lasting influence upon America, even all over the world. 7ihe face; that his deoiogy has been handed down can be seen f更多还原