以亚里士多德“科学观”再探李约瑟难题——基于清代教育制度的分析  

Probing Needham's Grand Question via Aristotle's Perspective of Science

作　　者：陈睿腾[1] 

机构地区：[1]闽南师范大学教育科学学院

出　　处：《教育学术月刊》2016年第1期12-17,22,共7页Education Research Monthly

基　　金：2013年闽南师范大学新世纪优秀人才支持计划"两岸高等教育合作办学的问题与对策分析"(项目编号:SX13003);2014年闽南师范大学出国(境)项目;2014年福建省教育科学十二五规划课题"两岸高等教育制度比较研究"(立项编号:FJJKCG14-077)的资助

摘　　要：亚里士多德对知识的层次划分、科学产生要素的理论分析与推动科学产生的教育实践,可以总结为亚里士多德的科学观。借用这一科学观,可以从三个方面对李约瑟难题进行探究:细化科学的内涵,理清两个追问的意义,从教育角度回答李约瑟难题。基于上述探讨,可以检视清代教育制度对"惊奇、闲暇与自由"的鼓励不足且消极,科学因此无从提升,逐渐落后于西方。这些教育问题至今仍存在,中国科学要迎头赶上,还需要进行更大力度的教育改革。In Aristotle＇s theory, knowledge layers, analysis of key elements in inspiring science and education practice boosting science are studied together in this thesis and termed Aristotle ＇s perspective of science, utilizing which, the thesis further inquired into Needham＇s Grand Question that were extensively discussed among Chinese and western scholars in the 20 th century：elaborating connotation of science, identifying the importance of the ＂two rational questions＂, thereby finding answers to Needham＇s Grand Question from educational perspective. Through these explorations, the thesis concludes that contempt for ＂surprise, idleness and freedom＂ was the root in causing China＇s science development falling behind the western world. Nowadays,more radical educational reform is to be carried out in order for China to catch up with the western world in terms of science development.

关 键 词：亚里士多德 李约瑟难题 清代教育制度 

分 类 号：G40-09[文化科学—教育学原理]