有所变而后大
发布时间：2018-08-15 16:27
【摘要】： 吴汝纶(1840-1903)是一位活跃于晚清政界、学界的知名人物，在文学、经学和教育领域都颇有建树。作为“桐城派”末代宗师的吴汝纶，面对日益严重的亡国灭种的危机，他并没有囿于传统而深闭固拒，而是积极思考和探索救国救民之道，形成了具有自身特色的社会变革思想。 吴汝纶的社会变革思想前后历经了倡办洋务、文化改良和教育救国三个阶段。19世纪60年代中期到80年代末，吴汝纶先后进入曾国藩、李鸿章以及张树声等人的幕府，并相继出任直隶深洲和冀州知州。这一时期吴汝纶在幕府和州官任上的历练，使他开阔了眼界，思想变得日益开明，认识到只有通过兴办洋务才能应对前古未有之“变局”，于是形成了其倡办洋务的思想。吴主张振兴工商，修建铁路，并且重视外交，选择正确的盟友来力保和局，以此来实现国家富强。 1889年吴汝纶辞官从教，出任莲池书院山长。在此任上，吴接触西方新学的渠道日益丰富，自身亦勤学不辍，使得其对西学的认识不断深入，针对传统中学之不足，他要求进行文化改良，是为吴汝纶社会变革思想的第二阶段。在这一阶段，吴汝纶力倡西学，但对于国学精粹即其认为的古文和经学，他则主张应该改造继承，在兼包新旧的基础上造就“熔中西为一冶”的理想文化。 1902年吴汝纶以京师大学堂总教习的身份东渡扶桑，考察学制。在日本的切身观察，使吴汝纶深刻体会到教育对社会发展的巨大功用。藉此机遇，吴的社会变革思想有了进一步的发展，形成了教育救国的主张。吴汝纶要求废除科举，大兴学堂；建议调整学制课程，支持出国留学；另外提倡国语统一，普及国民教育等等，这些主张和措施都符合当时社会的需要，在一定程度上推动了中国教育的近代化。 本文结合吴汝纶的生平经历，以时间为主线，从横向和纵向方面研究了吴氏社会变革思想的内容及其不断演进的过程，力图展现吴汝纶这样一位深受传统文化熏陶的士人是如何适应社会变化，不断趋新，寻求救国救民之道和自身安身立命之所的。而他的一些思想和主张，对于我们这些正处在当下社会转型时期的人而言，，或可有所启发。
[Abstract]:Wu Ru-lun (1840-1903) is a famous figure in the late Qing Dynasty, who has made great achievements in the fields of literature, classics and education. As the last master of "Tongcheng School", Wu Ru-lun, faced with the increasingly serious crisis of the extinction of the nation, was not confined to tradition, but rather actively pondered and explored the way to save the nation and save the people. Has formed the social transformation thought which has own characteristic. Wu Ru-lun 's thought of social reform went through three stages of advocating Westernization, cultural improvement and education to save the country. From the mid-1960s to the end of the 1980s, Wu Ru-lun successively entered the shogunate of Zeng Guofan, Li Hongzhang and Zhang Shusheng. And have served as Zhili Shenzhou and Jizhou Zhizhou. During this period, Wu Ru-lun 's experience in the shogunate and state government made him broaden his horizons and become more and more open-minded. He realized that only by setting up Westernization affairs could he cope with the unprecedented "changes", and thus formed his idea of advocating Westernization affairs. Wu advocated revitalizing industry and commerce, building railways, and attaching importance to diplomacy, choosing the right allies to protect the peace bureau in order to make the country prosperous and strong. In 1889, Wu Ru-lun resigned from his post as a teacher. Lianchi College as the mountain director. In this post, Wu's access to new Western learning was increasingly abundant, and he was also diligent in his studies, which made him more and more aware of Western learning. In view of the shortcomings of traditional middle schools, he demanded cultural improvement. It is the second stage of Wu Ru-lun 's thought of social change. At this stage, Wu Rulunli advocated the study of the West, but for the essence of the study of Chinese culture, that is, the ancient prose and classics, he argued that he should reform and inherit. On the basis of both new and old, Wu Ru-lun made an ideal culture of "melting Chinese and Western into one Metallurgy". The close observation in Japan made Wu Ru-lun realize the great function of education in social development. Taking this opportunity, Wu's thought of social change was further developed and the idea of saving the nation by education was formed. Wu Ru-lun called for the abolition of the imperial examination and the establishment of the Daxing School; proposed to adjust the academic system to support studying abroad; in addition, to advocate the unification of the national language, popularize national education, and so on. These proposals and measures are in line with the needs of the society at that time. To some extent, it has promoted the modernization of Chinese education. Based on Wu Ru-lun 's life experience and time as the main line, this paper studies the content of Wu's social change thought and its evolving process from the horizontal and vertical aspects. It tries to show how Wu Ru-lun, who is deeply influenced by traditional culture, adapts to the changes of society, and seeks the way to save the nation and save the people. Some of his ideas and ideas, for those of us who are in the current social transformation period, may be enlightening.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：K252
本文编号：2184763
[Abstract]:Wu Ru-lun (1840-1903) is a famous figure in the late Qing Dynasty, who has made great achievements in the fields of literature, classics and education. As the last master of "Tongcheng School", Wu Ru-lun, faced with the increasingly serious crisis of the extinction of the nation, was not confined to tradition, but rather actively pondered and explored the way to save the nation and save the people. Has formed the social transformation thought which has own characteristic. Wu Ru-lun 's thought of social reform went through three stages of advocating Westernization, cultural improvement and education to save the country. From the mid-1960s to the end of the 1980s, Wu Ru-lun successively entered the shogunate of Zeng Guofan, Li Hongzhang and Zhang Shusheng. And have served as Zhili Shenzhou and Jizhou Zhizhou. During this period, Wu Ru-lun 's experience in the shogunate and state government made him broaden his horizons and become more and more open-minded. He realized that only by setting up Westernization affairs could he cope with the unprecedented "changes", and thus formed his idea of advocating Westernization affairs. Wu advocated revitalizing industry and commerce, building railways, and attaching importance to diplomacy, choosing the right allies to protect the peace bureau in order to make the country prosperous and strong. In 1889, Wu Ru-lun resigned from his post as a teacher. Lianchi College as the mountain director. In this post, Wu's access to new Western learning was increasingly abundant, and he was also diligent in his studies, which made him more and more aware of Western learning. In view of the shortcomings of traditional middle schools, he demanded cultural improvement. It is the second stage of Wu Ru-lun 's thought of social change. At this stage, Wu Rulunli advocated the study of the West, but for the essence of the study of Chinese culture, that is, the ancient prose and classics, he argued that he should reform and inherit. On the basis of both new and old, Wu Ru-lun made an ideal culture of "melting Chinese and Western into one Metallurgy". The close observation in Japan made Wu Ru-lun realize the great function of education in social development. Taking this opportunity, Wu's thought of social change was further developed and the idea of saving the nation by education was formed. Wu Ru-lun called for the abolition of the imperial examination and the establishment of the Daxing School; proposed to adjust the academic system to support studying abroad; in addition, to advocate the unification of the national language, popularize national education, and so on. These proposals and measures are in line with the needs of the society at that time. To some extent, it has promoted the modernization of Chinese education. Based on Wu Ru-lun 's life experience and time as the main line, this paper studies the content of Wu's social change thought and its evolving process from the horizontal and vertical aspects. It tries to show how Wu Ru-lun, who is deeply influenced by traditional culture, adapts to the changes of society, and seeks the way to save the nation and save the people. Some of his ideas and ideas, for those of us who are in the current social transformation period, may be enlightening.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：K252
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