本文選題：東南亞研究 + 馬新�。� 參考：《廈門(mén)大學(xué)》2009年博士論文

【摘要】： 馬來(lái)亞自古成為東西交通孔道,東西文化薈萃,留下了不少政治、經(jīng)濟(jì)、社會(huì)和文教的遺跡,這其中不乏文字記錄。這些文字語(yǔ)種紛呈,有葡文、荷文、英文、中文和巫文等,不一而足;其內(nèi)容也五花八門(mén),有檔案記錄、個(gè)人觀(guān)感和游歷文字、傳教文字、報(bào)章雜志、學(xué)術(shù)研究著述等是;撰述的作者也極為龐雜,有傳教士、殖民官員、旅行探險(xiǎn)家、作家、文教人員、學(xué)術(shù)人員等等。這些由身份各異的作者以不同語(yǔ)文所撰述成的著述,無(wú)疑成為構(gòu)筑馬新學(xué)術(shù)發(fā)展史的重要組成部分。 本文針對(duì)1965年以前英文和中文源流在馬新之學(xué)術(shù)發(fā)展脈絡(luò)、概況、演變和發(fā)展進(jìn)行整理爬梳,理清兩者的流變,并進(jìn)行比較研究,以見(jiàn)其異同和交匯之所在。在英文源流方面本文將之分成三期,第一期是觀(guān)察家主導(dǎo)時(shí)期,從1800年開(kāi)始至1876年止,此時(shí)期只是初步認(rèn)識(shí)和觀(guān)察的開(kāi)始,主要以個(gè)人觀(guān)感和記錄為主,或者是一種提供英人在進(jìn)行殖民統(tǒng)治或商貿(mào)之需的了解。第二期是殖民學(xué)術(shù)行政人員主導(dǎo)時(shí)期,從1877年開(kāi)始至1941年,這些殖民官員因?yàn)槁殑?wù)上的需要以及個(gè)人興趣,利用他們政務(wù)繁忙以外的時(shí)間進(jìn)行研究,并組織學(xué)會(huì)共同砥礪,提供發(fā)表平臺(tái)。從第一期的記錄書(shū)寫(xiě)開(kāi)始進(jìn)入研究的領(lǐng)域。第三期是專(zhuān)業(yè)學(xué)術(shù)研究人員為主的時(shí)期,從1946年開(kāi)始迄1960年代,研究的話(huà)語(yǔ)權(quán)開(kāi)始從殖民官員過(guò)渡至學(xué)院派的學(xué)術(shù)人員,更為重要的是開(kāi)始自覺(jué)地?cái)[脫殖民者的論述,追求本土化。中文源流方面同樣也分成三期,第一期是濫觴期,開(kāi)始于1930年代至1941年太平洋戰(zhàn)爭(zhēng)爆發(fā)前夕,一批南來(lái)的學(xué)者和報(bào)人透過(guò)報(bào)章開(kāi)始積極推動(dòng)南洋研究,是華文源流學(xué)術(shù)研究的起點(diǎn)。之后經(jīng)歷了一段三年八個(gè)月的日據(jù)時(shí)期,學(xué)術(shù)研究基本停滯。第二期是開(kāi)創(chuàng)期,從1945年至1955年止,南來(lái)學(xué)人延續(xù)第一期的努力,并逐漸凝聚一股南洋研究的隊(duì)伍,形成風(fēng)氣。第三期是高峰期,開(kāi)始于1956年,至1969年止,由于南洋大學(xué)歷史系的成立,南洋研究由民間自發(fā)的研究進(jìn)入學(xué)院,成為專(zhuān)業(yè)的學(xué)術(shù)研究,同時(shí)也透過(guò)大學(xué)培育研究專(zhuān)員。這三個(gè)時(shí)期的研究傳統(tǒng)統(tǒng)稱(chēng)為“南洋研究”的學(xué)術(shù)傳統(tǒng)。 以上兩個(gè)看似沒(méi)有太多交匯,異質(zhì)性要大于同質(zhì)性的學(xué)術(shù)源流,其實(shí)也有不少少相似的地方。兩者的學(xué)人背景和研究動(dòng)機(jī)皆經(jīng)歷由業(yè)余書(shū)寫(xiě)走向?qū)W術(shù)研究、從外來(lái)人員到本土人員、從工具理性到學(xué)術(shù)理性的轉(zhuǎn)換過(guò)程,兩者皆不約而同以馬來(lái)亞為主要研究區(qū)域。研究方法上則英文源流最早是從語(yǔ)言入手,中文則以傳統(tǒng)文獻(xiàn)考據(jù)為主,戰(zhàn)后中文源流學(xué)者接受西方學(xué)科訓(xùn)練后,在方法上兩者也漸合流;兩者可謂皆建構(gòu)了各自的學(xué)術(shù)研究傳統(tǒng)。兩者最大的歧異反映在研究?jī)?nèi)容,中文源流側(cè)重華僑華人研究和古史地考據(jù),英文源流側(cè)重馬來(lái)研究。中文源流透過(guò)譯作、征引和參考和英文學(xué)界有所互動(dòng)交流,反之英文源流向中文學(xué)界取經(jīng)則屬罕見(jiàn)。
[Abstract]:Since ancient times, Malaya has become an east-west traffic channel, with a mixture of East and West cultures, leaving a lot of political, economic, social, cultural and educational relics, among which there are written records. There are many languages, such as Portuguese, Dutch, English, Chinese and witchcraft, and their contents are varied, including archival records, personal perception and travel, missionary writing, newspapers and magazines, academic research works, etc. The authors are also extremely diverse, with missionaries, colonial officials, travel explorers, writers, cultural and educational personnel, academics, and so on. These works written by different writers in different languages have undoubtedly become an important part of the history of Ma Xin's academic development. This paper deals with the academic development, general situation, evolution and development of English and Chinese in Ma Xin before 1965, clarifies their rheology, and makes a comparative study to see their similarities and differences. In terms of the source and stream of English, this paper divides it into three periods. The first period is the period of observers' leading, from 1800 to 1876. This period is just the beginning of preliminary understanding and observation, mainly focusing on personal perception and record. Or an understanding that the British need for colonial rule or commerce. The second period was dominated by colonial academic administrators. From 1877 to 1941, these colonial officials used their time outside of their busy affairs to conduct research and to organize and learn to work together for the sake of their duties and personal interests. Provide publishing platform. From the first issue of the writing of records into the field of research. The third issue was a period in which professional academic researchers were the majority. From 1946 to the 1960s, the right to speak began to transition from colonial officials to academicians, and, more importantly, it began to consciously get rid of the discussions of colonists. The pursuit of localization. The source of the Chinese language is also divided into three periods. The first is the beginning period, which began from the 1930s to the eve of the Pacific War in 1941. A group of scholars and journalists from the South began to actively promote the study of the South Ocean through newspapers. It is the starting point of academic research on the origin of Chinese language. After a period of three years and eight months of Japanese occupation, academic research basically stagnated. The second stage is the pioneering period, from 1945 to 1955, the Nanlai Scholars continued their efforts in the first phase, and gradually condensed a group of Nanyang researchers to form a general atmosphere. The third was the peak period, which began in 1956 and ended in 1969. As a result of the establishment of the Department of History at Nanyang University, Nanyang Studies was entered into the College by voluntary folk research, and became a professional academic research. At the same time, it also nurtured research specialists through universities. The research tradition of these three periods is referred to as the academic tradition of Nanyang study. The above two do not seem to intersect much, heterogeneity is greater than homogeneity of the academic source, in fact, there are a lot of similarities. The academic background and motivation of both experienced the transition from amateur writing to academic research, from foreign personnel to native people, from instrumental rationality to academic rationality. Malaya was the main research area. In terms of research methods, the first source of English is language, while Chinese is mainly textual research of traditional literature. After the post-war Chinese origin scholars received western discipline training, the two methods gradually converged. Both can be said to construct their respective academic research traditions. The major differences between the two are reflected in the content of the study, the origin of Chinese and the textual research of the ancient history of overseas Chinese, and the study of Malay in English. The source and stream of Chinese through translation, quotation and reference and English academic interaction, on the contrary, the English source flow to Chinese literature is rare.
【學(xué)位授予單位】：廈門(mén)大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類(lèi)號(hào)】：K338

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