發(fā)布時(shí)間：2018-07-28 12:16

【摘要】：德國是一個(gè)依靠教育與科技上的優(yōu)勢列于世界強(qiáng)國之林的國家,其高等教育的豐碩成果不僅在教育界享譽(yù)盛名,也為國家的發(fā)展與富強(qiáng)奠定了理論基礎(chǔ)。德國大學(xué)之所以能夠取得如此驕人的成績,首先因?yàn)樗芯乃伎嫉睦砟钭鳛橹巍?200年前的19世紀(jì)初,理性主義的大學(xué)理念成為德國大學(xué)中的霸主。1806年戰(zhàn)敗以后,國家希望通過教育的力量彌補(bǔ)國土與財(cái)富的損失。洪堡、費(fèi)希特、施萊爾馬赫等學(xué)者分別提出自己的大學(xué)理念,雖然觀點(diǎn)不全一致,但他們多認(rèn)為新的大學(xué)應(yīng)該享有自由的學(xué)術(shù)氛圍,以培養(yǎng)完滿的人格為目標(biāo),將“研究”的職能加入到大學(xué)中,從此,大學(xué)不僅是傳承人類文明的載體,更是創(chuàng)造知識(shí)的搖籃。柏林大學(xué)就是踐行這一時(shí)期學(xué)者們大學(xué)理念的最好代表,其大學(xué)自治、學(xué)術(shù)自由、教學(xué)與研究相結(jié)合,以追求人類理性為宗旨的作風(fēng)充分體現(xiàn)了這段時(shí)期的大學(xué)理念。 19世紀(jì)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(xué)以追求純學(xué)術(shù)為主要任務(wù)的風(fēng)格也在發(fā)生變化。希望大學(xué)更多地參與到生活中去的功利主義大學(xué)理念與處于主導(dǎo)地位的理性主義大學(xué)理念展開了斗爭。數(shù)學(xué)家克萊因首先發(fā)展了大學(xué)中的應(yīng)用性學(xué)科,對(duì)洪堡式的大學(xué)提出了質(zhì)疑,教育大臣阿爾特霍夫也利用其權(quán)力打破了大學(xué)自治的傳統(tǒng),對(duì)大學(xué)的內(nèi)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(jià)值中立”、“以學(xué)術(shù)為志業(yè)”的理念來反對(duì)功利主義的過分入侵。哥廷根大學(xué)成為這一時(shí)期的代表,最早創(chuàng)立了許多與實(shí)際工業(yè)技術(shù)、職業(yè)教育相關(guān)的應(yīng)用性學(xué)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(zhì)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(xué)術(shù)自由”的理念納入到法律當(dāng)中。由于魏瑪共和國的短暫,還沒來得及提出自己的大學(xué)理念,大學(xué)基本維持了戰(zhàn)前的狀況,但也有一些民主之風(fēng)吹進(jìn)大學(xué),猶太人、婦女、社會(huì)主義者就被允許進(jìn)入大學(xué)中了。這一時(shí)期的包豪斯學(xué)院成為最能說出時(shí)代聲音的大學(xué),盡管它是一所高等藝術(shù)學(xué)院,但其包含的將傳統(tǒng)藝術(shù)與實(shí)踐功能結(jié)合的理念正說明了魏瑪時(shí)期的大學(xué)理念渴望在理性與功利之間找到平衡。 德國大學(xué)理念在19世紀(jì)到20世紀(jì)這百年間從理性主義獨(dú)尊到功利主義入侵,再到兩者的融合展現(xiàn)了大學(xué)理念隨社會(huì)發(fā)展的變化及其對(duì)時(shí)代變遷的貢獻(xiàn)。
[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(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2012
【分類號(hào)】：G649.516

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