古希腊学园研究

发布时间：2018-05-22 09:06

  本文选题：古希腊 + 学园　； 参考：《西南大学》2017年博士论文

【摘要】：学园,是希腊、罗马历史上最早的高等学术机构,它以高深学问的教学和科研为特征。从公元前387年被创立,到公元529年被关闭,在916年的演进过程中,学园应对社会和国家需求,借助宗教仪式,最终形成了标志自身的精神实体,即学术传统。学术传统的灵魂是学术精神,学术精神是人类知识精英对建构社会秩序的一种表达,它与国家精神和宗教精神一样,一旦生成,就具有持久的生命力。在现代世界中,标识人类高等智力活动的“学术”、以及大学的“学院”都是以古希腊第一座学园的名字“Academy”命名,由此可见学园对“大学”和“学术”的影响。从大学的理念中,我们辨识出学园和大学具有内在的一致性,即,都以追求自由和真理为目的,都有百科全书式的教学和以明辨真理为目的的科研。“大学”之名得之晚矣,而其精神理念,在学园时代俨然已铸定完毕。学园的理念确定了学园的形式,大学的理念规定了大学的形式。就像人的本质规定性取决于人的精神而非人的肉体一样,任何社会组织,其本质规定性由其无形的精神理念决定,其展现出的具体形态不过是对其理念的表达与诠释而已。鉴于学园在人类文明史和人类高等教育史上的独特地位,有必要追溯学园从那个时代的混沌中获取自我意识的相关机制,最大限度还原学园的理念和实践,从中概括提炼影响深远的学园精神实体,呈现学术生活的要素——此谓本文的具体目标。本文的第二层目标是,通过分析学园中仪式传统对学园实践群体精神塑造的作用,分析学术传统生成过程中,宗教与国家的协同作用,探讨宗教、国家和学园各自的权力边界,总结学术精神得以稳定传承的外在机制。本文的第三层目标是,分析学术精神和人文精神的区别与联系,分析国家在人文精神培育机制建构中的作用。基于以上目标,本文着力于探查学园的有形实体和无形精神实体的形成机制,厘清国家与社会在其中的作用,以期关照当前大学教育中所面临的挑战与应战。因此,综合前人对学园研究的相关成果,本研究借助其它学科的研究成果和研究方法,首次对学园作整体考察,以呈现其有形与无形实体演进的整体状况。首先,对涉及本主题的相关核心概念:希腊的Paideia、Humanism(人文主义)的源起、“学术”(Scholarship)的演变、古希腊、罗马的高等教育,一一进行溯本追源式的界定;对学园兴起的直接相关的历史背景,一一进行考察。研究伊始,主要从宏观层面考察学园发展,以期呈现学园演进的整体脉络。开篇点题,确立本文研究对象“古希腊学园”的概念,确定研究对象的时空边界、研究切入角度,以及本研究的理论定位。学园研究的宏观脉络历时性呈现为:兴起、发展、兴盛、衰落四个阶段。学园的兴起(387BC-338BC),处于古典末期。分析学园之母“阿卡德米学园”生成的社会基础。着重分析以下两点外在机制:哲学思潮与雅典城邦,前者促使学园理念的生成,后者提供了学园实践所需的一切社会条件。总结这一时期学园宏观层面呈现出单一中心的特点,即学园仅在雅典城邦出现;微观层面呈现为私学和哲学教学为主的特征。学园在理念和实践层面,形成了自我意识。学园的发展(335BC-30BC),处于希腊化阶段。以吕克昂学园和亚历山大里亚缪斯学宫为主要对象,分析呈现学园的最新发展。这一时期的学园特点,宏观层面:学园的发展呈现多个中心:雅典、亚历山大里亚、帕加马、罗德岛等;学园从私立走向公、私学兼备。微观层面:科学研究从教学中分离,纯正的“学术生活出现”;分门别类的科学兴起;享受国家薪俸的学者群体崛起。国立学术中心是学园在这一时期的突出特征。学术的分化和科学专门化在这一时期确立起来了。学园的兴盛(29BC-337AD),处于罗马帝国盛期。这一时期罗马统治阶层逐步介入学园管理,国家公权力的介入影响了学园的运行。国家介入学园运行后,学术分化更趋明显,学术呈现实用主义的转向;专科技术学园出现,主要有:建筑、医学、法律学园。由于帝国发展的需要,以法律保障实施的教育体系确立起来了,同时也为学术精神向人文精神的发展垫定了基础。学园的衰亡(338AD-529AD),处于神权崛起阶段。这一时期学园发展处于停滞阶段,并未有新的推进。这一时期,宗教与国家进一步加强对学园的限制,体现在经济的打击、自由授课的限制乃至取缔。当学术自由的社会土壤和学术研究的国家支持机制不在,学园的有形实体随即坍塌。以上内容主要采用历史文献考察法,借鉴布克哈特的文化史观,从宏观层面呈现学园的发展脉络,目的是突出国家、社会和学园间的交互影响。具体而言,分析宗教、国家和社会等外在机制对学园生成、发展、兴盛和衰落的影响。宏观审视学园的演进脉络之后,进入中观考察,目的首先是呈现学园培育自由灵魂的理念。具体而言即:培育实现灵魂实现真理转向的人,他们会自觉以真理为目标展开自己的一切行动。本章重点考察第一座学园,也即“学园之母”阿卡德米学园的理念。探究作为哲学学园的阿卡德米学园理念生成的哲学根源,分析得出,学园理念的生成,是基于知识精英对建构良善社会秩序构想的需要。中观考察的展开主要沿着三个问题展开:为什么要创建学园?学园实践如何可能?学园目标如何达成?针对三个问题的相应答案是:学园培育的是自由灵魂,也即德性的人;学园通过系统的知识教育促使灵魂转向真理;学园通过培育出哲学家家来,从中挑选合适的人培养成哲学王,实现国家正义,进而实现国家之内公民的普遍正义。最后的目的是学园追求的终极目的:即实现公平正义国家之下所有公民最大化的自由发展。中观考察之后进入学园内部,作微观考察,目的是还原学园实践的主要内容:高深知识的教学和真理导向的科研。随后总结学园实践带来秩序建构的成果:知识体系和教育体系的生成。微观考察之第一,从已有知识的传授入手,呈现以灵魂转向为目的教化所需的外在条件以及具体方法。这部分以雅典四大学园的相关史料为主。第二:从新知识的开拓入手,呈现以穷究万物之理为目的科研。本节从吕克昂学园入手,分析科研活动的兴起及其表现;以亚历山大里亚缪斯学宫的科研活动为例,呈现科研活动的迁移、分化、专门化的表现。第三:总结学园的教学和科研实践活动,在社会和国家的介入下,从中逐步生成的秩序:理论层面,知识分类和科学方法论得以确立,实践层面:教育体系形成。这是学术生活理论和实践的基础。在已经呈现学园的理念和实践活动的基础上,结合多学科的研究方法,使用宏观和微观结合考察的研究方法,分析学园理念引导下的实践活动在宗教和国家的参与作用下,呈现出的学术传统的生成机制。具体而言,该部分从人类学和社会学角度出发,考察学园自身意识的生成中,仪式对师生个体学术精神的形塑,以及仪式对学术共同体精神的形塑。具体分为对学生、老师和师生的一些仪式,分析其对师生群体的精神塑造作用。第一,对学生:其目的是在学生中确立人格卓越的理想;第二,对教师:其目的是为树立真理志业的模范;第三,对师生:其目的是为塑造学术团体的精神。最后总结,学园的仪式传统,是学园在宗教和国家的帮助下,逐步生成自身意识的一种表现。学园中的仪式,其目的是:通过对师生群体意识的塑造,使学园的理念在实践中得到执行,使学园的学术生活得以延续,最终形成可以同学园分离的学园精神实体,也即:学术传统。在此基础上,总结学术传统得以传承的外在机制。最后部分,观古照今,考察学园的当代价值。从学园的精神实体,即学术传统的生成中,考察学园延续千年发展的内在和外在机制。提炼学术传统背后的超稳定结构为:学术精神、教学、科研、仪式,它们是标志学园之为学园的本质,是学园的精神实体。回溯西欧历史上的三次文艺复兴,其实最终都是对由学园开创的学术传统的回归。每一次回归都为社会注入了活力,带来社会的发展、文明的进步。这一现象,值得我们思考并有所行动。尤其是我们的“大学”体制也是借自西方,更应该理清楚大学之为大学的内在规定性,以便于大学及时规制自己的行动。具体而言,学园留给我们的启示有如下三点:第一,在“人本主义”的公民教育中,强调“自由”,真正兼顾公民个体对自我意识觉醒的关照,而非仅强调其国民性的一面;第二,大学运行的理念中,坚守“真理导向”,强调“理性”。主要是从教学和科研两个层面,倡导对自由和真理的真正回归;第三节,论述在社会中培育“人文精神”所需的外在机制,也即国家和社会如何行动的问题,强调“秩序”。最后对学园的当代启示进行总结,它体现了这样一种理想:对自由、理性和秩序的构想:具体而言从少数个体得到充分的自由发展带动公民普遍的自由发展。余论,再次回顾希腊文化理想下的学园,反思学园与宗教、国家和社会的关系,反思文明生成过程中复杂的社会联动机制,以期关照当下。
[Abstract]:The school garden, the earliest higher academic institution in the history of Rome, was characterized by high academic teaching and scientific research. It was founded in 387 B.C. and closed in 529 ad. In the course of the 916 year evolution, the school formed a spiritual entity, namely the academic tradition, which marks itself in response to the social and national needs and the religious rites. The soul of the academic tradition is the academic spirit. The academic spirit is an expression of the human knowledge elite's construction of the social order. Like the national spirit and the religious spirit, once it is generated, it has a lasting vitality. In the modern world, the "academic" that identifies human higher intellectual activities and the "College" of the university are ancient Greece. The name of the first school garden, named "Academy", shows the influence of the school on "University" and "academic". From the idea of the University, we identify the inner consistency of the school and the University, that is, the pursuit of freedom and truth, all of which have encyclopedia teaching and scientific research aimed at discerning truth. The concept of the school has been established in the school age. The concept of the school defines the form of the school, the concept of the University defines the form of the University. It is like the nature of the human nature that depends on the spirit of the human being, as well as the human body, and the essence of any social organization is determined by its intangible spiritual concept. In view of the unique status of the school in the history of human civilization and the history of human higher education, it is necessary to trace the relevant mechanisms of the academic garden from the chaos of that time and to restore the concept and practice of the academic garden to a maximum extent. The second level objective of this article is to analyze the role of the tradition of ritual in the school garden to create the spirit of the community, and to analyze the co role of religion and the state in the process of the formation of the academic tradition, and discuss the respective powers of religion, the state and the school. The third goal of this article is to analyze the difference and connection between the academic spirit and the humanistic spirit, and to analyze the role of the state in the construction of the cultivation mechanism of the humanistic spirit. Based on the above objectives, this paper tries to explore the formation mechanism of the tangible and intangible spiritual entities of the school. In order to clear the role of the state and society in order to take care of the challenges and challenges facing the current university education, this study, taking into account the relevant achievements of the previous studies on the school garden, is the first to make an overall investigation of the school garden with the help of the research results and methods of other disciplines to present the overall status of the evolution of the tangible and intangible entities. The core concepts related to this topic: the origin of the Greek Paideia, the Humanism (humanism), the evolution of "Scholarship", the higher education of ancient Greece and Rome, the definition of tracing the source of the origin one by one, the direct related historical background of the rise of the school garden, and the investigation at the beginning of the study, mainly from the macro level. The development of the school garden is expected to present the overall context of the evolution of the school garden. The beginning of the paper is to establish the concept of "ancient Greek school", to determine the space-time boundary of the research object, the angle of study and the theoretical orientation of this study. The macro diachronic nature of the study of the school garden is now the four stages of the rise, development, prosperity and decline. The rise (387BC-338BC), at the end of the classical period, analyzes the social basis of the birth of Acard Mi school, the mother of the school. The following two external mechanisms are emphatically analyzed: the philosophy trend of thought and the city state of Athens, the former impel the formation of the school concept, and the latter provides all social conditions needed for the school garden practice. The characteristic of the single center is that the school garden appears only in Athens city state; the micro level presents the characteristics of private learning and philosophy teaching. The school has formed self consciousness in the concept and practice level. The development of the school garden (335BC-30BC) is in the Hellenistic stage. The main object is the Luc school and Alexandria Mousika school. The latest development of the school garden. The characteristics of the school garden in this period, the macro level: the development of the school garden presents many centers: Athens, Alexandria, the park, the Rhodes island and so on; the school gardens from private to public, private learning. The micro level: scientific research from teaching, pure "academic life"; the emergence of separate science; enjoyment The national academic center was a prominent feature of the national academic center. The national academic center was a prominent feature of the school garden during this period. The academic division and scientific specialization were established in this period. The prosperity of the school (29BC-337AD) was in the prosperous period of the Rome empire. In this period, the ruling class of Rome gradually entered the school management, and the intervention of state power was affected. The operation of school garden. After the operation of the national intervention school, the academic differentiation became obvious, and the academic orientation turned to pragmatism; the specialty technology park appeared, mainly: architecture, medicine, law school. The education system implemented by the law was established because of the need of the development of the Empire, and the development of the academic spirit to the humanistic spirit was also established. The foundation. The decline and fall of the school garden (338AD-529AD) is in the stage of the rise of theocracy. In this period, the development of the school was at a stagnant stage, and there was no new advance. In this period, religion and the state further strengthened the restrictions on the school garden, reflected in the economic blow, the restriction of free teaching was to be banned. As the state support mechanism is not in, the tangible entities of the School Park collapse. The above content mainly adopts the historical literature review method, drawing on the cultural history of Burkhard and presenting the development vein of the school from the macro level. The purpose is to highlight the interaction between the country, the society and the school garden. After a macroscopic examination of the evolution of the school garden, after a macro examination of the evolution of the school garden, the purpose of the study is to present the idea of cultivating the free soul of the school. In particular, the people who cultivate the soul to realize the turn of the truth will consciously carry out all their actions on the basis of truth. This chapter focuses on the investigation. The first school garden, that is, the concept of Acard Mi School of "the mother of the school garden", explores the philosophical origin of the formation of the concept of Acard Mi school garden as a philosophical school. The analysis shows that the formation of the concept of the school garden is based on the need of the intellectual elite to construct a good social order. The expansion of the meso view is mainly carried out along three issues. How to create a school garden? How can the practice of the school park be possible? How to achieve the goal of the school? The corresponding answer to the three questions is that the school garden is a free soul, that is, the person of virtue; the kindergarten through systematic knowledge education makes the soul turn to the truth; the kindergarten through nurturing a philosophical family, selecting the right person from it to become the king of philosophy, The final aim is to realize the universal justice of the citizens within the state. The ultimate aim is to achieve the ultimate goal of the kindergarten: to achieve the maximum free development of all citizens under the fair and just state. The research of truth oriented. Then it summarizes the achievements of the practice of the school garden: the creation of the knowledge system and the education system. The first of the micro inspection, from the teaching of the existing knowledge, presents the external conditions and concrete methods needed for the turning of the soul to the purpose of teaching. This part is mainly related to the relevant historical materials of the four major schools in Athens. Second: Starting with the development of new knowledge, it presents the scientific research of the reason for all things. This section analyzes the rise and performance of scientific research activities from Luc school, taking the scientific research activities of Alexandria Mousika school as an example to show the migration, differentiation and specialization of scientific research activities. Third: summarize the teaching and scientific research practice of the school garden. Under the intervention of society and state, the order that is gradually generated from it: the theoretical level, the establishment of the knowledge classification and the scientific methodology, the practice level: the formation of the educational system. This is the basis of the theory and practice of academic life. On the basis of the concept and Practice of the academic garden, the use of the macro and the macro and the multidisciplinary research methods. The research method of micro combined inspection is used to analyze the formation mechanism of the academic tradition under the participation of religion and state, which is guided by the concept of school garden. The formal molding of the spirit of the academic community is specifically divided into the rituals of the students, teachers and teachers and students, and the spiritual molding of the teachers and students. First, for the students, the purpose is to establish the ideal of excellence in the students; second, to the teachers, the purpose is to establish a model for the purpose of the truth; and third, to the teachers and students: its purpose: In order to shape the spirit of the academic community, it is concluded that the ceremony tradition of the school garden is a manifestation of the school garden's own consciousness, with the help of religion and the state. The purpose of the ritual in the school garden is to carry out the academic life of the kindergarten through the creation of the consciousness of the teachers and students, to continue the academic life of the school, and to continue the academic life of the school. Finally, the spiritual entity that can be separated from the classmate garden is formed, that is, the academic tradition. On this basis, it summarizes the external mechanism of the inheritance of the academic tradition. In the last part, it looks at the present value of the school, and examines the inner and external mechanisms of the continuation of the Millennium Development from the spiritual entity of the school garden, that is, the formation of the academic tradition. The super stable structure behind the academic tradition is the academic spirit, the teaching, the scientific research and the ritual. They are the essence of the school garden and the spiritual entity of the school. The three Renaissance in the history of Western Europe is in fact the return of the academic tradition created by the school. Every return has brought vitality to the society. The development of society and the progress of civilization deserve our thinking and action. In particular, our "University" system is also borrowed from the west, and it should be more clear that the university is the inherent regulation of the university so as to facilitate the timely regulation of its own actions. In particular, the enlightenment left to us by the school is as follows: first, three In the civic education of "humanism", it emphasizes "freedom", and does not only emphasize the reflection of the individual to the awakening of self consciousness, but not only the one side of its nationalism. Second, in the concept of university operation, it insists on "truth orientation" and emphasizes "reason". It is mainly from the two levels of teaching and scientific research, advocating the true of freedom and truth. The third section discusses the external mechanism needed to cultivate the "humanistic spirit" in the society, that is, the question of how the state and the society act, and emphasize the "order". Finally, it summarizes the Contemporary Enlightenment of the school. It embodies such an ideal: the idea of freedom, reason and rank: in particular, from a few individuals to get sufficient self. The development leads to the universal free development of citizens. I review the school garden under the Greek cultural ideal again, rethink the relationship between the school and religion, the state and the society, and reflect on the complex social linkage mechanism in the process of civilization, so as to take care of the present.
【学位授予单位】：西南大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G649.1
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本文编号：1921427