试析“中体西用”的演变及其矛盾与冲突  

Relations between Chinese learning and western learning

作　　者：李忠[1] 

机构地区：[1]天津大学教育学院,天津300072

出　　处：《河北师范大学学报（教育科学版）》2015年第5期12-18,共7页Journal of Hebei Normal University(Educational Science)

基　　金："十一五"全国教育规划课题"中国教育活动史"(DAA09143);第五十批中国博士后面上资助项目"从视野下移到步入现场:晚清教育活动研究"(2011M501214)

摘　　要：晚清时期对"中学"与"西学"的关系存在多种理解。作为教育改革的指导思想,"中体西用"正式确立于维新运动时期并一直延续到清末。教育决策者从主观愿望出发,希望将"中学"与"西学"嫁接在一起,借助西方的科学文化知识维护中国的纲常名教以抵御外来侵略,并取得一定成绩。但是,由于缺乏对不同文化之间的差异性以及转化条件的认识,使得"中体"与"西用"双双陷入被动,出现预料之外的结果。Various understandings exist of the Chinese learning and western learning. Chinese--style westernization, a guiding principle of education reform, comes into being during the Reform Movement and in use till the end of Qing dynasty. Education policy makers hope that Chinese learning and western learning could be combined to safeguard the Chinese norms, and maintain the western scientific and cultural knowledge. However, the lack of understandings of cultural diversities leads to a dilemma.

关 键 词：“中体西用”的演变 洋务时期 维新运动 

分 类 号：G519[文化科学—教育学]