变迁社会中的晚清教育

【作者】 胡宗仁；

【导师】 吴康宁；

【作者基本信息】 南京师范大学 ， 教育学原理， 2007， 博士

【副题名】学校化转向的困局

【摘要】 如同鸦片的输入之于政治结构、通商口岸的设立之于经济结构，西学的引进对“经学中心主义”的晚清教育结构产生巨大的冲击，以京师同文馆的成立(1862)为标志，晚清教育体系坚如磐石的根基开始出现松动的征兆。面对“数千年未有之变局”，在中央政府和“先进”人士的强力推动下，教育在中国历史上首次承担起“富国强兵”、“挽救危局”的神圣使命；而担负这一使命的前提则是教育必须首先完成自我救赎的任务。带着振兴帝国的希望，晚清教育踏上了艰难、痛苦而又充满风险的改革征程。历经洋务兴学、维新变法和清末新政的教育改革，晚清政府制定“中体西用”的教育改革宗旨，确立普及国民教育的改革目标，建立统辖全国的教育行政管理机构，初步搭建以学堂为中心的学校教育基本框架，规划学科分类制度和课程设计制度等等，特别是科举制度的废止，晚清逐步实现了由“科举化社会”向“学校化社会”的转向、由松散的教育空间向国家化和制度化教育空间的转向、由传统“中学知识”向近代“西学知识”的转向。可以认为，在当时的历史条件下，由于存在多种选择的可能，晚清的教育并未真正处于穷途末路的境地；西学的引进尽管松动了传统中学的根基，但也未曾达到足够摧毁“经学中心主义”之知识和思想体系的程度，可“向西转”却成为教育制度化改革的“主旋律”。围绕着这一“主旋律”，人们在知识、思想和信仰系统等方面发生激烈的冲突，而这类冲突不仅表现为“中学”与“西学”的对抗，而且表现为传统中学分化过程中的力量对垒，甚至还表现为不同时段的个人思想变化所造成的心理纠缠。事实上，这类冲突伴随着晚清教育变迁的整个过程，决定着教育变革的路径选择，同样也影响着教育改革的基本走向。本研究的宗旨即在于呈现和揭示教育变革中各种思想和行动的紧张和冲突，用以描绘和说明晚清教育学校化转向的艰难历程。更多还原

【Abstract】 The introduction of the Western learning had a tremendous impact on the Confucianism-oriented educational system of late Qing Dynasty just as what the import of opium did to the political structure and the setup of the trading ports to the economic structure.The opening of the Foreign Languages School in Beijing in 1862 shook the solid foundation of the educational system.Facing the unprecedented change and with the promotion of the Central Government and "advanced" people, education for the first time took the divine task of "making the country rich and its military force efficient" and "rescuing the critical situation". However, the prerequisite is that education should first accomplish the task of self-salvation. Expecting to invigorate the empire, the late Qing Dynasty carried out the risky reform of anguish and travail.The Qing Government had formulated the educational reforming policy of adopting the system of western countries, after undergoing the Westernization Movement, the Reforming Movement and the New Deal Movement in a row. Meanwhile, the Qing government established the goal of educational reform of popularizing national education, by setting up the national administrative institution of education and enhancing educational framework of schools, along side with measures of classifying the different subjects and course set-up. Consequently, the late Qing Dynasty had gradually fulfilled the realization of the transformation from "the society of imperial examinations" to "the society of schools", from "the loose educational way" to a "national and institutional educational system", and from the "traditional Chinese knowledge system" to "modern Western knowledge system".It can be safely concluded that under the historical conditions of that time,due to the possibilities of multiple choices,education of late Qing dynasty was not actually coming to the end of its road.The introduction of western learning shook the root of the traditional Chinese learning. Although the influence was not great enough to destroy the knowledge structure and theoretical systemof "Confucianism-based" thought, the trend of learning from the western world had gradually become the mainstream of the reform in the educational systm, from which tense conflicts arose widely in the the systems of knowledge, ideas and belief. The conflicts did not only displayed as disputes between "Chinese learning" and "western learning", but fights among forces in the differentiation of traditionaly Chinese learning as well, even psychological entanglement caused by personal thought changes in different time span.In fact, the conflicts accompanied by the educational changes decided the direction and affected the tendency of the reform of education in late Qing dynasty.The purpose of this research aims at discovering the various disputes in thoughts and actions in late Qing dynasty, through which depicting the tough course of transform towards "school-oriented" educational system.更多还原