德國大學理念發(fā)展研究：1810-1933
發(fā)布時間：2018-07-28 12:16
【摘要】：德國是一個依靠教育與科技上的優(yōu)勢列于世界強國之林的國家,其高等教育的豐碩成果不僅在教育界享譽盛名,也為國家的發(fā)展與富強奠定了理論基礎。德國大學之所以能夠取得如此驕人的成績,首先因為它有精心思考的理念作為支撐。 200年前的19世紀初,理性主義的大學理念成為德國大學中的霸主。1806年戰(zhàn)敗以后,國家希望通過教育的力量彌補國土與財富的損失。洪堡、費希特、施萊爾馬赫等學者分別提出自己的大學理念,雖然觀點不全一致,但他們多認為新的大學應該享有自由的學術氛圍,以培養(yǎng)完滿的人格為目標,將“研究”的職能加入到大學中,從此,大學不僅是傳承人類文明的載體,更是創(chuàng)造知識的搖籃。柏林大學就是踐行這一時期學者們大學理念的最好代表,其大學自治、學術自由、教學與研究相結合,以追求人類理性為宗旨的作風充分體現(xiàn)了這段時期的大學理念。 19世紀后半期,隨著工業(yè)革命的到來,德意志帝國的建立,德國大學以追求純學術為主要任務的風格也在發(fā)生變化。希望大學更多地參與到生活中去的功利主義大學理念與處于主導地位的理性主義大學理念展開了斗爭。數(shù)學家克萊因首先發(fā)展了大學中的應用性學科,對洪堡式的大學提出了質疑,教育大臣阿爾特霍夫也利用其權力打破了大學自治的傳統(tǒng),對大學的內部管理橫加干涉。韋伯則成為捍衛(wèi)理性主義的斗士,他提出“價值中立”、“以學術為志業(yè)”的理念來反對功利主義的過分入侵。哥廷根大學成為這一時期的代表,最早創(chuàng)立了許多與實際工業(yè)技術、職業(yè)教育相關的應用性學科。 經(jīng)歷第一次世界大戰(zhàn)的洗禮,戰(zhàn)敗的德國再次想通過教育上的力量來撫平物質的創(chuàng)傷。新成立的魏瑪共和國在《魏瑪憲法》中注入了許多民主的元素,想要打破戰(zhàn)前帝國的專制狀態(tài),并首次將“學術自由”的理念納入到法律當中。由于魏瑪共和國的短暫,還沒來得及提出自己的大學理念,大學基本維持了戰(zhàn)前的狀況,但也有一些民主之風吹進大學,猶太人、婦女、社會主義者就被允許進入大學中了。這一時期的包豪斯學院成為最能說出時代聲音的大學,盡管它是一所高等藝術學院,但其包含的將傳統(tǒng)藝術與實踐功能結合的理念正說明了魏瑪時期的大學理念渴望在理性與功利之間找到平衡。 德國大學理念在19世紀到20世紀這百年間從理性主義獨尊到功利主義入侵,再到兩者的融合展現(xiàn)了大學理念隨社會發(fā)展的變化及其對時代變遷的貢獻。
[Abstract]:Germany is a country that depends on the advantages of education and science and technology in the world. The rich achievements of its higher education are not only well known in the educational circles, but also lay a theoretical foundation for the development and prosperity of the country. The reason why German universities are able to achieve such remarkable results is first because they are supported by thoughtful ideas. 200 years ago, in the early 19th century, rationalism became the dominant university in German universities. After the defeat in 1806, The country hopes to make up for the loss of land and wealth through the power of education. Humboldt, Fichte, Schlermach and other scholars put forward their own ideas of university, although their views are not entirely consistent, but they think that the new university should enjoy a free academic atmosphere, with the goal of cultivating a perfect personality. From then on, the university is not only the carrier of human civilization, but also the cradle of creating knowledge. The University of Berlin is the best representative of the scholars' idea of university in this period, whose autonomy, academic freedom, teaching and research are combined. The style of pursuing human rationality fully embodies the idea of university in this period. In the second half of the 19th century, with the advent of the Industrial Revolution, the German Reich was founded. German universities' style of pursuing pure scholarship is also changing. The utilitarian university idea, which hopes that the university will participate more in the life, struggles with the rationalism university idea which is in the leading position. The mathematician Klein first developed the applied discipline in the university and questioned the Humboldt style university. Education Secretary Artehoff also used his power to break the tradition of university autonomy and interfere in the internal management of the university. Weber, on the other hand, became a champion of rationalism, putting forward the idea of "value neutrality" and "academic as his ambition" to oppose the excessive invasion of utilitarianism. Gottingen University became the representative of this period and founded many applied subjects related to practical industrial technology and vocational education. After the baptism of World War I, the defeated Germany once again tried to heal the material wounds through the power of education. The newly founded Weimar Republic injected many elements of democracy into the Weimar Constitution, wanted to break the autocracy of the pre-war empire, and for the first time incorporated the idea of "academic freedom" into the law. Since the Weimar Republic was too short to come up with its own idea of university, the university basically maintained its pre-war status, but there were also some democratic winds blowing into the university. Jews, women, and socialists were allowed to enter the university. The Bauhaus College of this period became the university that speaks the voice of the times most, though it is a higher school of art. But the idea of combining traditional art with practical function shows that Weimar's idea of university desire to find a balance between rationality and utilitarianism. From the 19th century to the 20th century, the ideas of German universities changed from rationalism to utilitarianism, and then to the fusion of them, which showed the changes of university ideas with the development of society and their contribution to the changes of the times.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G649.516
本文編號：2150112
[Abstract]:Germany is a country that depends on the advantages of education and science and technology in the world. The rich achievements of its higher education are not only well known in the educational circles, but also lay a theoretical foundation for the development and prosperity of the country. The reason why German universities are able to achieve such remarkable results is first because they are supported by thoughtful ideas. 200 years ago, in the early 19th century, rationalism became the dominant university in German universities. After the defeat in 1806, The country hopes to make up for the loss of land and wealth through the power of education. Humboldt, Fichte, Schlermach and other scholars put forward their own ideas of university, although their views are not entirely consistent, but they think that the new university should enjoy a free academic atmosphere, with the goal of cultivating a perfect personality. From then on, the university is not only the carrier of human civilization, but also the cradle of creating knowledge. The University of Berlin is the best representative of the scholars' idea of university in this period, whose autonomy, academic freedom, teaching and research are combined. The style of pursuing human rationality fully embodies the idea of university in this period. In the second half of the 19th century, with the advent of the Industrial Revolution, the German Reich was founded. German universities' style of pursuing pure scholarship is also changing. The utilitarian university idea, which hopes that the university will participate more in the life, struggles with the rationalism university idea which is in the leading position. The mathematician Klein first developed the applied discipline in the university and questioned the Humboldt style university. Education Secretary Artehoff also used his power to break the tradition of university autonomy and interfere in the internal management of the university. Weber, on the other hand, became a champion of rationalism, putting forward the idea of "value neutrality" and "academic as his ambition" to oppose the excessive invasion of utilitarianism. Gottingen University became the representative of this period and founded many applied subjects related to practical industrial technology and vocational education. After the baptism of World War I, the defeated Germany once again tried to heal the material wounds through the power of education. The newly founded Weimar Republic injected many elements of democracy into the Weimar Constitution, wanted to break the autocracy of the pre-war empire, and for the first time incorporated the idea of "academic freedom" into the law. Since the Weimar Republic was too short to come up with its own idea of university, the university basically maintained its pre-war status, but there were also some democratic winds blowing into the university. Jews, women, and socialists were allowed to enter the university. The Bauhaus College of this period became the university that speaks the voice of the times most, though it is a higher school of art. But the idea of combining traditional art with practical function shows that Weimar's idea of university desire to find a balance between rationality and utilitarianism. From the 19th century to the 20th century, the ideas of German universities changed from rationalism to utilitarianism, and then to the fusion of them, which showed the changes of university ideas with the development of society and their contribution to the changes of the times.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2012
【分類號】：G649.516
【參考文獻】
相關期刊論文 前10條
1 錢玲燕;;從洪堡的大學理念看當代德國大學生[J];安徽文學(下半月);2010年07期
2 賀國慶;近代德國大學思想對美國的影響[J];比較教育研究;1993年05期
3 王保星;大學國際性的歷史詮釋——讀《德國和美國大學發(fā)達史》[J];比較教育研究;2000年S1期
4 王英杰;論大學的保守性——美國耶魯大學的文化品格[J];比較教育研究;2003年03期
5 劉寶存;何謂大學——西方大學概念透視[J];比較教育研究;2003年04期
6 胡勁松;20世紀德國的文化特質及其教育特征[J];比較教育研究;2004年03期
7 周麗華;;“與洪堡告別?”——戰(zhàn)后聯(lián)邦德國高等教育政策述評[J];比較教育研究;2006年04期
8 俞可;;“學者自治共和國”的終結?——教育領導在德國大學的變革[J];比較教育研究;2008年07期
9 胡勁松;德國州政府的高等教育管理職能[J];比較教育研究;1999年04期
10 李強;大學理念再思考[J];北京大學教育評論;2005年02期
相關碩士學位論文 前3條
1 張海新;論柏林大學的學術自由與國家主義[D];吉林大學;2005年
2 穆小燕;新人文主義大學觀及其對19世紀德國大學改革的影響[D];河北大學;2006年
3 沙苗苗;柏林大學模式研究[D];華中師范大學;2008年
，本文編號：2150112
本文鏈接：http://sikaile.net/jiaoyulunwen/suzhijiaoyulunwen/2150112.html
