本文關(guān)鍵詞： 19世紀(jì)上半葉 顱相學(xué) 喬治·庫(kù)姆　出處：《浙江大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：顱相學(xué)起源于18世紀(jì)末的維也納,它曾一度被認(rèn)為是"科學(xué)"。本文在對(duì)顱相學(xué)的產(chǎn)生、傳播、繁榮的研究基礎(chǔ)上,剖析顱相學(xué)給19世紀(jì)上半葉的西歐社會(huì)帶來(lái)的具體影響,同時(shí)進(jìn)一步探究顱相學(xué)的現(xiàn)實(shí)意義。雖然在今人看來(lái),曾在19世紀(jì)被視為科學(xué)的顱相學(xué)理論早已漏洞百出,是一門(mén)真真切切的偽科學(xué),但在筆者看來(lái),它仍具有重要的研究?jī)r(jià)值。本文除引言與結(jié)語(yǔ)部分外,一共分為三個(gè)部分:第一部分首先從顱相學(xué)理論的奠基者高爾、施普爾茨海姆、喬治·庫(kù)姆等入手,探討顱相學(xué)理論的起源,并理清顱相學(xué)理論逐步完備的史實(shí)。其次,大量的歷史資料表明顱相學(xué)曾在19世紀(jì)上半葉的西歐受到廣泛地關(guān)注。早在19世紀(jì)20年代至30年代,顱相學(xué)就獲得杰出的科學(xué)家、知識(shí)分子,甚至是醫(yī)學(xué)界的領(lǐng)軍人物的認(rèn)可;各地顱相學(xué)學(xué)會(huì)、顱相學(xué)講座、顱相學(xué)展覽吸引大量人流;顱相學(xué)期刊、書(shū)籍、與顱相學(xué)相關(guān)的商品供不應(yīng)求,市場(chǎng)上一度出現(xiàn)大量顱相學(xué)頭骨的仿品,喬治·庫(kù)姆的顱相學(xué)專(zhuān)著《人類(lèi)體格》的銷(xiāo)量相媲于《圣經(jīng)》的銷(xiāo)量;社會(huì)上尋求顱相學(xué)家"摸骨看相"的現(xiàn)象不絕,民眾不惜重金尋求顱相學(xué)家為自己測(cè)顱定論等。筆者分析了上至王公貴族、精英領(lǐng)袖,下至普通民眾對(duì)顱相學(xué)的看法,并探究顱相學(xué)融入大眾生活并對(duì)當(dāng)時(shí)社會(huì)生活產(chǎn)生的具體影響。顱相學(xué)影響到當(dāng)時(shí)選拔雇員的方式與雇員自身的職業(yè)選擇、影響到家長(zhǎng)教育子女的方式以及改變社會(huì)上對(duì)罪犯和精神病人的看法等。本文的第二部分主要探討顱相學(xué)能夠在19世紀(jì)上半葉的歐洲取得繁榮的原因。顱相學(xué)的繁榮并非一蹴而就,其最初的傳播遭到強(qiáng)烈地抵制,反顱相學(xué)家激烈地批評(píng)顱相學(xué)家的宿命論、無(wú)神論的傾向;"大腦不能等同于顱蓋骨"的觀點(diǎn)也有力地沖擊著顱相學(xué)的傳播;傳統(tǒng)基督教徒對(duì)顱相學(xué)的控訴等都阻礙顱相學(xué)進(jìn)一步傳播。為了探討顱相學(xué)得以廣泛傳播的原因,筆者試圖從顱相學(xué)的"科學(xué)化";青年醫(yī)生對(duì)顱相學(xué)的擁護(hù);喬治·庫(kù)姆等顱相學(xué)家對(duì)顱相學(xué)理論的系統(tǒng)闡述;大量顱相學(xué)相關(guān)的學(xué)會(huì)、期刊、講座、課程、廉價(jià)書(shū)籍的涌現(xiàn)等方面探討顱相學(xué)在19世紀(jì)上半葉歐洲獲得繁榮的原因。顱相學(xué)的影響并未隨著其被證實(shí)為偽科學(xué)而消失殆盡,在今天看來(lái),它仍具有重要的現(xiàn)實(shí)意義。本文第三部分主要探討顱相學(xué)對(duì)教育領(lǐng)域帶來(lái)的影響。根據(jù)顱相學(xué)的理論,雖然生理性遺傳是大腦結(jié)構(gòu)的重要基礎(chǔ),但同時(shí)后天的個(gè)人經(jīng)歷也能夠改變大腦結(jié)構(gòu),從而影響大腦功能,而教育則是促進(jìn)大腦功能完善的最佳途徑。顱相學(xué)家,尤以喬治·庫(kù)姆為例,他認(rèn)為自己的哲學(xué)思想有利于構(gòu)建科學(xué)的教育系統(tǒng),同時(shí)為了訓(xùn)練更多人的智力器官他大力地推行教育改革。喬治·庫(kù)姆通過(guò)教育的方式在推廣顱相學(xué)傳播的同時(shí)也給教育領(lǐng)域本身帶來(lái)深遠(yuǎn)影響,他提出的教學(xué)內(nèi)容、教育原則、教師培訓(xùn)等教育理論對(duì)當(dāng)下的教育家仍有重要的借鑒意義。
[Abstract]:Phrenology originated in Vienna at the end of eighteenth Century, it was once thought of as "science". The spread of phrenology, basic research, prosperity, specific analysis of phrenology brought to the first half of nineteenth Century in Western European society, and further explore the practical significance of phrenology. Although in the modern view in nineteenth Century, once considered a scientific theory of phrenology already is a pseudo science Its loopholes appeared one after another., really, but in my opinion, it still has important research value. In addition to the introduction and epilogue, is divided into three parts: the first part starts from the foundation of the theory of phrenology Goyle. Spurzheim, George Kum start to explore the origins of phrenology theory, and clarify the historical facts of phrenology theory gradually complete. Secondly, a large number of historical data show that phrenology was in the first half of the nineteenth Century the Western Europe has been widely More and more attention. As early as 1820s to 30s, phrenology won outstanding scientists, intellectuals, and even the leader of the medical profession recognized; around the phrenological society, phrenology, phrenology exhibition to attract a large number of people; phrenology journals, books, and phrenology commodity in short supply, large phrenology the skull replica once appeared on the market, George Kum's phrenology monograph < > human physical sales comparable to Bible sales; seek phrenologists "famed physiognomy" phenomenon in society, people spared no expense to seek phrenologists for their conclusion. The cephalometric analysis of nobility, the elite to ordinary people's views on phrenology, and explore phrenology into public life and the specific impact on social life at that time. The phrenology affect the time selection of employees and employers Occupation choice librarians, affect the parents to educate their children and change the society of criminals and mental patients views. The second part mainly discusses the phrenology can in the first half of the nineteenth Century European achieved prosperity. Phrenology prosperity is not accomplished overnight, the initial spread was strongly resist, anti phrenologists fierce criticism phrenologists fatalism atheism tendency; "the brain is not equal to the cranium" views have a strong impact on the spread of phrenology; traditional Christian on phrenology charges are hindering the further spread of phrenology. In order to explore the reasons of phrenology widely spread and the author tries to phrenology "scientific" young doctors; support for phrenology; George Kum phrenologists of the system described the theory of phrenology; a large number of phrenology related association journal, Lectures, courses, explore the causes of phrenology in the first half of the nineteenth Century was the emergence of European prosperity as cheap books. With the influence of phrenology has not proved to be pseudoscience and disappear, in this view, it still has important practical significance. The third part mainly discusses the influence of phrenology brought to the field of education. According to the theory of phrenology, although genetic physiology is an important basis of brain structures, but also acquired the personal experience can change brain structure, thus affecting the brain function, and education is the best way to promote brain function improvement. Phrenologists, especially in the case of George Kum, he believes that his philosophical thoughts is conducive to building a scientific education system, at the same time in order to train more people's intelligence organs he vigorously promote the reform of education. George Coombs by way of education in the promotion of phrenology. While broadcasting also brings far-reaching influence to the educational field itself, the educational theories put forward by him include teaching contents, educational principles, teacher training and other educational theories, which are of great significance for contemporary educators.

【學(xué)位授予單位】：浙江大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：B08;K141

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