跨文化视角下的晚清留英学生研究
发布时间：2020-10-30 18:18
晚清时期中国面临着巨大的民族危机,留学教育被视为现代中国兴起的重要路径。本论文以晚清时期留学英国学生为研究对象,从历史层面研究晚清时期留学英国的主要群体在英国的经历及其归国后对中国社会转型做出的贡献,同时以跨文化视角剖析其对中国现代化发展影响的文化层面因素。 本文首先借助历史资料对晚清时期留学情况进行了研究分析。晚清时期是近代中国寻求现代化和发展的时期,晚清留学也经历了一系列的变化。留学组织者从个人转变为政府；在对待留学的态度上,从普遍抗拒到大众一致推崇,留学行动也从零星的个人行为演变为政府致力推行的国家政策,留学的目标国也从西方的欧美诸国辐射到东方的日本。 本文在晚清留学的大背景之下,着重研究留学英国情况。晚清留英生虽然在规模和数量上均不如留美和留日学生,但起步较早,而且质量也较高,其最主要的群体为同文馆学生和海军留英生。清政府先后共派出四批同文馆学生到英国留学。同文馆学生回国后主要服务于教育界及外交界,促进了中国外交、翻译和教育事业的发展。海军留英学生在甲午战争前共派遣过三期,在英国学习驾驶、制造等海军亟需人才；甲午战争后留英的海军学生所学专业更为多样化。海军留英生带着新思想和技术回到国内,冲击了当时统治集团和腐朽落后的顽固思想,对晚清时期社会的发展发挥了重要作用。同时,本论文对海军留英生中最重要的代表人物严复进行了个案研究。严复早期接受的教育是中国的传统教育。其后虽然以船政生身份在英国留学,但接触了大量的西方哲学与文化。回国后在传统官场屡遭挫折,转而致力于翻译并传播西学。严复认为中国与英国的差距,并非是技术,关键在于制度和文化的不同。中国人认识到中华民族深重危机的根源不仅在于声光电化、船坚利炮不如西方,更在于中国腐朽的政治制度,从而领悟到中国当“自强向上,奋发争存”方能摆脱危机。这与严复深入传播西学的功绩密不可分。此外,本文对晚清时期留学英国、美国、日本做了对比研究,分析赴不同国家留学人员的特点；同时通过研究清政府及日本政府留英学生的派遣的情况,分析研究为何晚清时期留英教育没有像日本留学教育一样为国家带来翻天覆地的变化。 对于晚清留英教育,从历史的角度已经有了比较系统的研究,因此本论文在结论部分重点从跨文化视角分析其对中国现代化发展所作贡献的文化因素。 从跨文化视角来看,本文认为无论是文化相对主义还是文化绝对主义,都不能成为中国实现民族复兴可以选择的路径。而文化交流主义,承认了不同文化之间的交流不仅必要而且可能。跨文化实际上就是跨越了不同国家、地区与民族界线的文化,是认同不同民族、国家及群体之间的文化共性与差异,是通过超越历史文化背景的人与人之间的互动和交流关系。而留学则是跨文化交流、学习极为重要的途径。 晚清留英教育在一定程度上促进了中国的发展,但没有彻底改变中国。不仅是留英学生,留学其他国家的学生面临着同样的问题。同日本相比,中国几乎是同时处于一个起跑线上,同时派出留学生,但晚清留学教育未能像日本留学那样给国家带来彻底的改变。这反映了留学教育在晚清时期所面临的有利及不利的因素。晚清留学教育的发展源于当时中国内忧外患的国情,留学生肩负着救亡图存的使命,他们从国外带回来的先进的技术与思想无疑为中国的发展起到了推动作用。但由于保守势力的强大,根深蒂固的传统阻碍了跨文化交流的发展。此外,人类社会的发展本身就是文化的发展,由于文化层次的制度变迁困难而且漫长；相较于其他国家和民族,中国文化的变迁更加困难和漫长。即便那些系统接受过西方教育留学归来的严复、辜鸿铭等人仍然囿于传统文化的束缚,更不用说普通大众了。 随着中国对外开放的扩大以及全球化的发展,中国人留学海外的规模和数量也达到了前所未有的程度。在这一背景下,从跨文化视角对晚清留学英国加以研究,有助于了解中西文化的差异,发挥留学教育在文化交流中的重要作用；有助于当代留学生继续承担起西学东渐及东学西渐的双重角色,在中国民族复兴的过程中发挥积极作用。
【学位单位】：北京外国语大学
【学位级别】：博士
【学位年份】：2014
【中图分类】：G648.9;K252
【文章目录】：
Acknowledgement
论文摘要
Abstract
Table of Contents
Chapter 1 Introduction
1.1 The Research and its Significance
1.2 Literature Review
1.3 Research Methodology and Theoretical Framework
1.4 Definition of Concepts
1.5 Overview of Other Chapters
1.6 Innovation, Problems and Diffculties
Chapter 2 Studying Abroad in Late Qing Dynasty: A Historical and Cultural Context
2.1 TheWestern Learning Spreading to the East and its infinence
2.2 Development of Studying Abroad in Modern China
2.3 Different Stages of Studying Abroad in Modern China-Studying in Europe and in Japan
Chapter 3 Studying in the United Kingdom in Late Qing Dynasty: Histories and Legacies
3.1 The Start of Studying in the UK
3.2 Tongwen Guan Students in the United Kingdom
3.3 Naval Students Studying in the United Kingdom
Chapter 4 Reconciling China and the West
4.1 From Foochow to Britain, and then to Tianjin: Yen Fu and Modern Chinese Navy
4.2 From Artifacts to Thinking-the Contributions of Yen Fu to Modern Chinese Ideologies
4.3 From the Absorption of British Culture to the Reflections on Modern China
4.4 Cultural Traces of Yen Fu and his Contemporaries
Chapter 5 Comparative Perspecttives （Ⅰ）: Studying in the UK America and Japan
5.1. Background Changes of Overseas Chinese Students
5.2 The Evolution of Policies of Overseas Education
5.3 Subject Areas that Students Studied in Different Countries
5.4 Analysis on Overseas Chinese Student's Background
5.5 Evaluation on Achievements of Foreign-Educated Students
5.6 A Comparison of the Policy of Receiving Overseas Students in Different Host Countries
Chapter 6 Comparative Perspectives （Ⅱ）: Overseas Education of Late Qing and Japan
6.1 Background of Overseas Education
6.2 Ideas of Studying Abroad
6.3 A Comparison of the Studying Abroad Policies of Japan and China
6.4 Selection Criteria for Students Studying Abroad
6.5 Achievements Made by Foreign-Educated Students
6.6 Reasons Behind the Results of the Overseas Education of China and Japan
Conclusion
Appendix
Table 1: The name list of the second group of dispatched students of Tongwen Guan
Table 2: Information about Tongwen Guan studdent dispatched to different countries
Table 3: Detailed information about the first group of shipping students
Table 4: A comparison of overseas education in Modern China
Table 5: A Comparison of modern overseas educationin China and Japan
Bibliography
【参考文献】
本文编号：2862835
【学位单位】：北京外国语大学
【学位级别】：博士
【学位年份】：2014
【中图分类】：G648.9;K252
【文章目录】：
Acknowledgement
论文摘要
Abstract
Table of Contents
Chapter 1 Introduction
1.1 The Research and its Significance
1.2 Literature Review
1.3 Research Methodology and Theoretical Framework
1.4 Definition of Concepts
1.5 Overview of Other Chapters
1.6 Innovation, Problems and Diffculties
Chapter 2 Studying Abroad in Late Qing Dynasty: A Historical and Cultural Context
2.1 TheWestern Learning Spreading to the East and its infinence
2.2 Development of Studying Abroad in Modern China
2.3 Different Stages of Studying Abroad in Modern China-Studying in Europe and in Japan
Chapter 3 Studying in the United Kingdom in Late Qing Dynasty: Histories and Legacies
3.1 The Start of Studying in the UK
3.2 Tongwen Guan Students in the United Kingdom
3.3 Naval Students Studying in the United Kingdom
Chapter 4 Reconciling China and the West
4.1 From Foochow to Britain, and then to Tianjin: Yen Fu and Modern Chinese Navy
4.2 From Artifacts to Thinking-the Contributions of Yen Fu to Modern Chinese Ideologies
4.3 From the Absorption of British Culture to the Reflections on Modern China
4.4 Cultural Traces of Yen Fu and his Contemporaries
Chapter 5 Comparative Perspecttives （Ⅰ）: Studying in the UK America and Japan
5.1. Background Changes of Overseas Chinese Students
5.2 The Evolution of Policies of Overseas Education
5.3 Subject Areas that Students Studied in Different Countries
5.4 Analysis on Overseas Chinese Student's Background
5.5 Evaluation on Achievements of Foreign-Educated Students
5.6 A Comparison of the Policy of Receiving Overseas Students in Different Host Countries
Chapter 6 Comparative Perspectives （Ⅱ）: Overseas Education of Late Qing and Japan
6.1 Background of Overseas Education
6.2 Ideas of Studying Abroad
6.3 A Comparison of the Studying Abroad Policies of Japan and China
6.4 Selection Criteria for Students Studying Abroad
6.5 Achievements Made by Foreign-Educated Students
6.6 Reasons Behind the Results of the Overseas Education of China and Japan
Conclusion
Appendix
Table 1: The name list of the second group of dispatched students of Tongwen Guan
Table 2: Information about Tongwen Guan studdent dispatched to different countries
Table 3: Detailed information about the first group of shipping students
Table 4: A comparison of overseas education in Modern China
Table 5: A Comparison of modern overseas educationin China and Japan
Bibliography
【参考文献】
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