美國大學(xué)自由教育的源與流
發(fā)布時間：2019-05-24 17:04
【摘要】：自由教育是西方高等教育的一條線索,在西方教育史上具有持久的影響力。它不僅是歐洲高等教育成功核心因素之一,也是美國高等教育傲視全球的文化資本,其重要性可見一斑。當(dāng)今美國是世界第一大經(jīng)濟(jì)體,其經(jīng)濟(jì)的發(fā)展主要來源于科技創(chuàng)新,而科技創(chuàng)新某種程度上源于美國高等教育的活力。美國大學(xué)的生命力植根于西方文明的深處,而自由教育正是西方文化的精髓和關(guān)鍵所在。美國大學(xué)自由教育思想的形成和發(fā)展,是各派觀點相互沖突、交流、對話和創(chuàng)新的過程。本研究正是基于對美國高等教育和自由教育重要性的認(rèn)識,探討古典自由教育及美國化的過程和特征。溯其源而知其本。古今自由教育的根本精神在于古典自由教育。通過考辨和解讀古典文本,從源頭探索古典自由教育形成的思想背景與理路。首先,從城邦開始,分別從自然的城邦和城邦的自然兩方面論述古典自由教育產(chǎn)生的哲學(xué)基礎(chǔ)和政治、經(jīng)濟(jì)和文化背景。其次,城邦人的自由,分析古代個人的三種自由的內(nèi)涵,揭示古代人對于這三種自由的不同態(tài)度:抑制欲望的自由,倡導(dǎo)德性的自由,限制沉思的自由;最后,不同的態(tài)度決定了古代自由人的品格:擁有自由人的政治身份,追求自由和諧的靈魂,保持一顆好奇沉思的赤子之心;從而得出古典自由教育的內(nèi)涵:非實用教育,公民教育和閑暇教育。中世紀(jì)開出了智慧之花——大學(xué)。在中世紀(jì),大學(xué)和自由教育第一次真正產(chǎn)生聯(lián)系,成為考究美國大學(xué)自由教育淵源另一重要資源。中世紀(jì)大學(xué)是宗教機(jī)構(gòu),或者說屬于教會。古典自由教育正是通過僧侶“手抄文書”,而繼續(xù)在中世紀(jì)大學(xué)延承。中世紀(jì)是個信仰的時代,理性該如何自處?自由教育如何一邊滿足世俗生活的需要,一邊又朝向上帝?首先,從塵世之城與上帝之城之間關(guān)系著筆,說明中世紀(jì)大學(xué)誕生的條件、特征;其次,探討自由教育在中世紀(jì)大學(xué)尷尬地位,一方面是神學(xué)、法學(xué)和醫(yī)學(xué)等學(xué)科的基礎(chǔ)學(xué)科,具有基礎(chǔ)性和先導(dǎo)性。尤其對于基督教或者神學(xué)來說,它訓(xùn)練人的理性和心智,讓人更好地理解宗教、宣傳教義、信仰宗教,成為從塵世到上帝之城的通道。另一方面,自由教育課程,特別是亞里斯多德哲學(xué)等,具有天然的分離和革命因子,它讓人更加確信自我的力量,而不再信仰上帝,使它深陷在世俗的世界里難于自拔。最后,從課程與教學(xué)角度,論述了“自由七藝”的宗教內(nèi)涵,以及最終如何在中世紀(jì)大學(xué)形成的過程。中世紀(jì)原型大學(xué)為歐美現(xiàn)代大學(xué)建設(shè)和發(fā)展奠定了堅實基礎(chǔ)。美國學(xué)院(college)時代是指1636年美國第一所殖民地學(xué)院哈佛學(xué)院建立開始,截止到1861年南北戰(zhàn)爭爆發(fā)。學(xué)院時代,殖民地學(xué)院是美國高等教育的雛形,塑造了美國現(xiàn)代大學(xué)最初的性格。美國高等教育在學(xué)習(xí)和移植歐洲大學(xué)模式的過程中遇到了美國本土特殊的環(huán)境。美國自由教育主要表現(xiàn)為繼承與本土化,繼承主要是指承接中世紀(jì)大學(xué)和移植英格蘭大學(xué)自由教育的特點:維護(hù)宗教教育;本土化是指自由教育在遭遇美國本土發(fā)展環(huán)境的挑戰(zhàn)時,所做出的改變與適應(yīng)。清教主義是美國精神的底色和根本;清教徒的自由與使命是美國自由教育發(fā)展動力與基礎(chǔ),清教徒是宗教改革派,本身具有革命性,蘊藏渴望自由與解放的特質(zhì),加爾文教(calvinism)的專制性使他們的自由與德性為伴,與使命同行;他們自命為“朝圣者”,身負(fù)神圣的使命——在北美的曠野上要建立“山巔之城”,有一所“山巔學(xué)�！�,光照全世界。其次,論述自由教育的繼承,學(xué)院是各個教派的學(xué)校,具有教會性質(zhì),宗教是自由教育的靈魂;自由教育的調(diào)適是從實踐角度,研究自由教育面對美國本土的環(huán)境發(fā)展的三個階段,分別是移植、過渡和本土化。最后,科學(xué)教育對自由教育的發(fā)起嚴(yán)峻的挑戰(zhàn),在這種形勢下耶魯大學(xué)發(fā)布《1828年報告》,奮力捍衛(wèi)古典自由教育價值與地位。所以,自由教育一方面接受挑戰(zhàn),積極改革;一方面又極力維護(hù)古典自由教育訓(xùn)練心智和充實心靈的根本追求。1829年美國第一次使用“通識教育”(generaleducation)這個概念。從美國南北戰(zhàn)爭后到20世紀(jì)前半葉的百年時間,美國高等教育進(jìn)入了現(xiàn)代大學(xué)時代。在美國現(xiàn)代大學(xué)形成的樞紐時期,真正美國式大學(xué)學(xué)術(shù)生活方式取代了陳舊的、宗教的學(xué)院體制,美國自由教育也發(fā)生了轉(zhuǎn)換和分流,開啟了真正的美國時代,被稱作“作為通識教育的自由教育”。德國大學(xué)模式和實用主義使美國現(xiàn)代大學(xué)開始表現(xiàn)為專業(yè)化、世俗化、民主化和實用化。自由教育顯得越來越抱殘守缺,不能適應(yīng)工業(yè)化時代對于大學(xué)的要求,遭遇危機(jī)、引起爭論,最后不得不改弦易轍。大學(xué)變得應(yīng)有盡有,五花八門。眼花繚亂的學(xué)科使大學(xué)進(jìn)入自由教育向通識教育轉(zhuǎn)換時期。轉(zhuǎn)換分為三個階段:第一階段,哈佛大學(xué)校長艾略特實施的自由選修制(free electives)和洛厄爾的分類必修;第二階段,哥倫比亞大學(xué)的“西方文明史”課程成為美國大學(xué)通識教育多年的范本;第三階段,赫欽斯的“偉大名著”(greatbooks)課程。二戰(zhàn)后1945-1975,被稱為美國高等教育的“黃金時代”,也是美國多元巨型大學(xué)時期。流水不腐,世界在變。美國大學(xué)已經(jīng)不是學(xué)者的“城鎮(zhèn)”,而變成光怪陸離的多元巨型大學(xué)(multiversity)。多元巨型大學(xué)具有全新的特點,它具有多元目標(biāo)和職能、向社會所有人開放和倡導(dǎo)學(xué)生自由,因此吸引著各種各樣的顧客和消費者。作為通識教育的自由教育能夠與它和諧相處嗎?自由教育在繼續(xù)衰落的趨勢下,發(fā)生了分流,一方是自由派的“哈佛紅皮書”的通識教育,另一方施特勞斯學(xué)派則呼吁回歸古典自由教育。對于同一個時代的現(xiàn)代性,二者卻提出了大相徑庭的方案。雙方各自申明對現(xiàn)代性的認(rèn)識、原因、以及解決問題的方案中,實現(xiàn)著二者之間隱匿的對話。進(jìn)入21世紀(jì),世界處于全球化時代,世界更小,人與人距離更近,地球村落出現(xiàn)。每個人都是全人類的一份子,不可能完全遺世而獨立,隔絕于其它同胞之外。教育要讓人有世界主義的情懷,效忠于世界所有人組成的社會,尊重世界任何地方,任何膚色,任何民族的人;摒棄對人的階層、性別及身份地位的歧視,愛世界所有的人。美國大學(xué)自由教育需要有新的發(fā)展�，斏づ辊U姆(Martha C.Nussbaum, 1947～)正是基于世界全球化的時代大背景,以及世界和美國多元文化的實際情況,利用古典學(xué)學(xué)養(yǎng),向斯多葛派尋找資源,重新詮釋了自由教育的意蘊。她認(rèn)為新自由教育應(yīng)該以世界公民為目的,應(yīng)該重視培養(yǎng)人基本的人性,人性不僅包括理性,還有情感和敘事現(xiàn)象力。
[Abstract]:Free education is a clue to the western higher education and has a lasting influence in the history of western education. It is not only one of the core factors in the success of higher education in Europe, but also the cultural capital of higher education in the United States, which is of great importance. Today, the United States is the world's first-largest economy, the development of its economy is mainly from the innovation of science and technology, and the innovation of science and technology is a certain extent from the vitality of higher education in the United States. The vitality of American universities is rooted in the deep of the western civilization, and the free education is the essence and the key of the western culture. The formation and development of the idea of free education in American universities is the process of conflict, communication, dialogue and innovation of all parties. This study is based on the recognition of the importance of American higher education and free education, and probes into the process and characteristics of classical free education and Americanization. To return to its source and to know it. The basic spirit of the free education in ancient and modern times is the classical free education. Through the examination and interpretation of the classical texts, the ideological background and the rational way of the formation of the classical free education are explored from the source. First, from the beginning of the city, the philosophical foundation and the political, economic and cultural background of the classical free education are discussed from the natural two aspects of the natural city and the city. Secondly, the freedom of the people of the city and the three kinds of freedom of the ancient people are analyzed, and the different attitudes of the ancient people to the three freedoms are revealed: the freedom of the suppression of the desire, the freedom to advocate the virtue and the freedom to limit the thought; and finally, the different attitudes determine the character of the ancient free man: With the political status of the free man, the soul of the pursuit of freedom and harmony, the heart of a curious thought is maintained, and the connotation of the classical free education is obtained: the non-practical education, the civic education and the leisure education. In the Middle Ages, the Flower of Wisdom _ University. In the Middle Ages, the first time the university and the free education had a real connection, it became another important resource for the study of the free education of American universities. The medieval university is a religious institution or a church. The classical free education is through the "hand-to-hand instrument" of the monks and continues to carry on in the Middle Ages. In the Middle Ages was a time of faith, and how should it be? How free education is to satisfy the needs of the secular life, and to God? First, from the relationship between the city of the world and the city of God, the paper explains the conditions and features of the birth of the Middle Ages, and then discusses the awkward position of the free education in the Middle Ages, on the one hand it is the basic subject of the subject of theology, law and medicine. In particular, for Christianity or theology, it trains the rationality and mind of the person, and allows the person to better understand the religion, the propaganda of the doctrine, the faith and the religion, and become the passage from the world to the city of God. On the other hand, the course of free education, in particular Aristotle's philosophy, has a natural separation and a revolutionary factor, which makes it more convinced of the strength of the self, and no longer believes in God, making it deep in the secular world. Finally, from the angle of course and teaching, the paper discusses the religious connotation of the "freedom of seven art" and how to form the process in the Middle Ages. The Middle Ages Prototype University laid a solid foundation for the construction and development of the modern university in Europe and the United States. The collegge era, the first colony of american colonies in the united states in 1636, began with the start of the civil war in 1861. The school age, the colonial college is the prototype of the American higher education, and has shaped the original character of the modern university in the United States. American higher education has experienced a special environment in the United States in the process of learning and transplanting the European university model. The American free education is mainly characterized by the inheritance and the localization, and the inheritance is mainly the characteristic of undertaking the free education of the University of the Middle Ages and the University of England: the maintenance of religious education; the localization is the change and adaptation that the free education has made in the face of the challenge of the development environment in the United States. Puritanism is the background and the base of American spirit; the freedom and mission of the Puritans is the power and foundation of American free education, and the Puritans are the religious reformers, which are revolutionary, and have the characteristics of longing for freedom and liberation. The despotism of calvinism makes their freedom and virtue together with the mission; they are the "pilgrim" and the sacred mission _ to set up a "the city of the mountain" in the wilderness of north america with a "mountain school" to light the world. Secondly, it discusses the inheritance of the free education, the school is the school of various sects, has the nature of the church, the religion is the soul of the free education, the adjustment of the free education is from the practical point of view, the study of the free education in the three stages of the development of the environment of the United States, the transplantation, Transition and localization. In the end, the challenge of the education of free education is the challenge of the education of the free education, and in this situation the Yale University has issued a report of <1828> to try to safeguard the value and status of the classical free education. Therefore, the free education, on the one hand, accepts the challenge and the positive reform; on the one hand, it tries to maintain the basic pursuit of the classical free education and train the mind and enrich the mind. In 1829, the first "general education" of general education was used in the United States. From the American Civil War to the first half of the 20th century, American higher education entered the era of modern university. In the key period of the formation of the modern university in the United States, the real American university's academic life style has replaced the old and religious college system, and the American free education also changed and divided, opened the real American time, called the "On the Free Education of General Education". The German university model and the pragmatism make the modern university of the United States begin to show the specialization, the secularization, the democratization and the practical application. The free education is becoming more and more difficult to adapt to the demands of the university in the times of the industrialization, and it can't adapt to the demands of the university, the crisis and the controversy, and finally have to change the line. The university has become one of the most diverse and diverse. The dazzying discipline makes the university enter the transition period of free education to the general education. The transition is divided into three phases: the first stage, the free electives and the classification of Lowell by the principal at Harvard University; and the second phase, the Columbia's "the history of Western civilization" course has become a model for many years of general education in American universities; and, in the third stage, The "great great book" of hchins. The "the golden age" of 1945-1975, known as the higher education in the United States, was also the period of the United States. The world is changing. American universities are not the "town" of the scholars, and become the multiverse of the light-and-off. The multi-element giant university has the new characteristics, it has the multi-objective and function, opens and advocates the student's freedom to the society all, thus attracts all kinds of customers and consumers. Can the free education, as a general education, be in harmony with it? The free education, under the trend of continuing decline, is divided, one is the general education of the liberal "Harvard Red Book", and the other, the Strauss School, calls for the return of the classical free education. For modernity of the same era, the two have put forward a very different plan. The two sides each affirm the understanding of the modernity, the cause, and the solution to the problem, to realize the hidden dialogue between the two. In the 21st century, the world is in the age of globalization, the world is smaller, and the people are closer to the people, and the village of the earth appears. Everyone is a child of all human beings, and it is impossible to remain independent of the world and to be isolated from other compatriots. The education is to make people have the world-oriented feelings, the society that is loyal to the people of the world, respect any place in the world, any skin color, people of any nationality, and abandon the discrimination of the social, gender and identity of the people, and love all the people of the world. The free education of American universities needs new development. Martha C. Nusbaum (1947-) is based on the background of the era of the world's globalization, as well as the reality of the multi-culture in the world and the United States. In her opinion, the new free education should be based on the world's citizens, and should pay more attention to the human nature of the human being. The human nature not only includes reason, but also the emotion and the narrative phenomenon.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：G649.712
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本文編號：2485031
[Abstract]:Free education is a clue to the western higher education and has a lasting influence in the history of western education. It is not only one of the core factors in the success of higher education in Europe, but also the cultural capital of higher education in the United States, which is of great importance. Today, the United States is the world's first-largest economy, the development of its economy is mainly from the innovation of science and technology, and the innovation of science and technology is a certain extent from the vitality of higher education in the United States. The vitality of American universities is rooted in the deep of the western civilization, and the free education is the essence and the key of the western culture. The formation and development of the idea of free education in American universities is the process of conflict, communication, dialogue and innovation of all parties. This study is based on the recognition of the importance of American higher education and free education, and probes into the process and characteristics of classical free education and Americanization. To return to its source and to know it. The basic spirit of the free education in ancient and modern times is the classical free education. Through the examination and interpretation of the classical texts, the ideological background and the rational way of the formation of the classical free education are explored from the source. First, from the beginning of the city, the philosophical foundation and the political, economic and cultural background of the classical free education are discussed from the natural two aspects of the natural city and the city. Secondly, the freedom of the people of the city and the three kinds of freedom of the ancient people are analyzed, and the different attitudes of the ancient people to the three freedoms are revealed: the freedom of the suppression of the desire, the freedom to advocate the virtue and the freedom to limit the thought; and finally, the different attitudes determine the character of the ancient free man: With the political status of the free man, the soul of the pursuit of freedom and harmony, the heart of a curious thought is maintained, and the connotation of the classical free education is obtained: the non-practical education, the civic education and the leisure education. In the Middle Ages, the Flower of Wisdom _ University. In the Middle Ages, the first time the university and the free education had a real connection, it became another important resource for the study of the free education of American universities. The medieval university is a religious institution or a church. The classical free education is through the "hand-to-hand instrument" of the monks and continues to carry on in the Middle Ages. In the Middle Ages was a time of faith, and how should it be? How free education is to satisfy the needs of the secular life, and to God? First, from the relationship between the city of the world and the city of God, the paper explains the conditions and features of the birth of the Middle Ages, and then discusses the awkward position of the free education in the Middle Ages, on the one hand it is the basic subject of the subject of theology, law and medicine. In particular, for Christianity or theology, it trains the rationality and mind of the person, and allows the person to better understand the religion, the propaganda of the doctrine, the faith and the religion, and become the passage from the world to the city of God. On the other hand, the course of free education, in particular Aristotle's philosophy, has a natural separation and a revolutionary factor, which makes it more convinced of the strength of the self, and no longer believes in God, making it deep in the secular world. Finally, from the angle of course and teaching, the paper discusses the religious connotation of the "freedom of seven art" and how to form the process in the Middle Ages. The Middle Ages Prototype University laid a solid foundation for the construction and development of the modern university in Europe and the United States. The collegge era, the first colony of american colonies in the united states in 1636, began with the start of the civil war in 1861. The school age, the colonial college is the prototype of the American higher education, and has shaped the original character of the modern university in the United States. American higher education has experienced a special environment in the United States in the process of learning and transplanting the European university model. The American free education is mainly characterized by the inheritance and the localization, and the inheritance is mainly the characteristic of undertaking the free education of the University of the Middle Ages and the University of England: the maintenance of religious education; the localization is the change and adaptation that the free education has made in the face of the challenge of the development environment in the United States. Puritanism is the background and the base of American spirit; the freedom and mission of the Puritans is the power and foundation of American free education, and the Puritans are the religious reformers, which are revolutionary, and have the characteristics of longing for freedom and liberation. The despotism of calvinism makes their freedom and virtue together with the mission; they are the "pilgrim" and the sacred mission _ to set up a "the city of the mountain" in the wilderness of north america with a "mountain school" to light the world. Secondly, it discusses the inheritance of the free education, the school is the school of various sects, has the nature of the church, the religion is the soul of the free education, the adjustment of the free education is from the practical point of view, the study of the free education in the three stages of the development of the environment of the United States, the transplantation, Transition and localization. In the end, the challenge of the education of free education is the challenge of the education of the free education, and in this situation the Yale University has issued a report of <1828> to try to safeguard the value and status of the classical free education. Therefore, the free education, on the one hand, accepts the challenge and the positive reform; on the one hand, it tries to maintain the basic pursuit of the classical free education and train the mind and enrich the mind. In 1829, the first "general education" of general education was used in the United States. From the American Civil War to the first half of the 20th century, American higher education entered the era of modern university. In the key period of the formation of the modern university in the United States, the real American university's academic life style has replaced the old and religious college system, and the American free education also changed and divided, opened the real American time, called the "On the Free Education of General Education". The German university model and the pragmatism make the modern university of the United States begin to show the specialization, the secularization, the democratization and the practical application. The free education is becoming more and more difficult to adapt to the demands of the university in the times of the industrialization, and it can't adapt to the demands of the university, the crisis and the controversy, and finally have to change the line. The university has become one of the most diverse and diverse. The dazzying discipline makes the university enter the transition period of free education to the general education. The transition is divided into three phases: the first stage, the free electives and the classification of Lowell by the principal at Harvard University; and the second phase, the Columbia's "the history of Western civilization" course has become a model for many years of general education in American universities; and, in the third stage, The "great great book" of hchins. The "the golden age" of 1945-1975, known as the higher education in the United States, was also the period of the United States. The world is changing. American universities are not the "town" of the scholars, and become the multiverse of the light-and-off. The multi-element giant university has the new characteristics, it has the multi-objective and function, opens and advocates the student's freedom to the society all, thus attracts all kinds of customers and consumers. Can the free education, as a general education, be in harmony with it? The free education, under the trend of continuing decline, is divided, one is the general education of the liberal "Harvard Red Book", and the other, the Strauss School, calls for the return of the classical free education. For modernity of the same era, the two have put forward a very different plan. The two sides each affirm the understanding of the modernity, the cause, and the solution to the problem, to realize the hidden dialogue between the two. In the 21st century, the world is in the age of globalization, the world is smaller, and the people are closer to the people, and the village of the earth appears. Everyone is a child of all human beings, and it is impossible to remain independent of the world and to be isolated from other compatriots. The education is to make people have the world-oriented feelings, the society that is loyal to the people of the world, respect any place in the world, any skin color, people of any nationality, and abandon the discrimination of the social, gender and identity of the people, and love all the people of the world. The free education of American universities needs new development. Martha C. Nusbaum (1947-) is based on the background of the era of the world's globalization, as well as the reality of the multi-culture in the world and the United States. In her opinion, the new free education should be based on the world's citizens, and should pay more attention to the human nature of the human being. The human nature not only includes reason, but also the emotion and the narrative phenomenon.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2017
【分類號】：G649.712
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本文編號：2485031
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