从“造材”到“立人”：近代中国教育启蒙的主题转换  

From Training Technicians to Fostering Citizen——The Conversion Theme of Modern Chinese Education Enlightenment

作　　者：胡金木[1,2] 

机构地区：[1]陕西师范大学教育学院 [2]西北基础教育与教师教育研究中心

出　　处：《大学教育科学》2012年第5期93-99,共7页University Education Science

基　　金：2012年度教育部人文社会科学研究青年基金项目“中国教育现代化进程中的启蒙问题研究”(12YJC880028);中央高校基本科研业务费专项资金资助项目“教师教育变革下的教育学学科使命研究”(11SZYB02)

摘　　要：无论是教育的启蒙任务还是教育的救亡任务,它们的落脚点都是"兴学校"以"育人才",但所育之"人"在不同历史阶段则有着不同的理解。救亡范式下的教育变革把人理解为器物之材,仅仅关注人作为手段的工具性价值,把人培育成为民族救亡之"材"料。随着启蒙精神的深化,教育变革开始关注到人本身作为一种自足性的目的而存在。近代中国教育启蒙的主题也逐渐从培养"器物技艺"层面上的救亡"造材"转换到"思想文化"层面上的觉醒"立人"。教育要以唤醒民众的自主自觉意识为己任,要"使人成人",而不能"使其成为器"。令人遗憾的是,由于社会混乱与专制统治的影响,近代中国教育的启蒙立人之理想一次又一次停留于观念层面。The aim of education is to prosper schools and foster people. There exist different opinions about the person educated in different historic stages. From the perspective of national salvation, Chinese intellectuals just concerned about the technical aspects of the Enlightenment. People are not seen as objective, but as a tool. Educational reform is concerned about the instrumental value of individual. With the deepening of the enlightenment, Chinese intellectuals have come to realize that educational reform can＇ t simply focus on the technical level, but to further the ideological level. Education should wake up public＇ self-conscious as its own duty and make people become a man not just a tool. But, to our regret, because of the influence of social disruption and autocracy, the purpose of enlightenment in Chinese modern education just stays at the perception level time and again.

关 键 词：中国近代教育 救亡造材 启蒙立人 觉醒国民 

分 类 号：G529[文化科学—教育学]