德国大学理念发展研究：1810-1933
发布时间：2018-07-28 12:16
【摘要】：德国是一个依靠教育与科技上的优势列于世界强国之林的国家,其高等教育的丰硕成果不仅在教育界享誉盛名,也为国家的发展与富强奠定了理论基础。德国大学之所以能够取得如此骄人的成绩,首先因为它有精心思考的理念作为支撑。 200年前的19世纪初,理性主义的大学理念成为德国大学中的霸主。1806年战败以后,国家希望通过教育的力量弥补国土与财富的损失。洪堡、费希特、施莱尔马赫等学者分别提出自己的大学理念,虽然观点不全一致,但他们多认为新的大学应该享有自由的学术氛围,以培养完满的人格为目标,将“研究”的职能加入到大学中,从此,大学不仅是传承人类文明的载体,更是创造知识的摇篮。柏林大学就是践行这一时期学者们大学理念的最好代表,其大学自治、学术自由、教学与研究相结合,以追求人类理性为宗旨的作风充分体现了这段时期的大学理念。 19世纪后半期,随着工业革命的到来,德意志帝国的建立,德国大学以追求纯学术为主要任务的风格也在发生变化。希望大学更多地参与到生活中去的功利主义大学理念与处于主导地位的理性主义大学理念展开了斗争。数学家克莱因首先发展了大学中的应用性学科,对洪堡式的大学提出了质疑,教育大臣阿尔特霍夫也利用其权力打破了大学自治的传统,对大学的内部管理横加干涉。韦伯则成为捍卫理性主义的斗士,他提出“价值中立”、“以学术为志业”的理念来反对功利主义的过分入侵。哥廷根大学成为这一时期的代表,最早创立了许多与实际工业技术、职业教育相关的应用性学科。 经历第一次世界大战的洗礼,战败的德国再次想通过教育上的力量来抚平物质的创伤。新成立的魏玛共和国在《魏玛宪法》中注入了许多民主的元素,想要打破战前帝国的专制状态,并首次将“学术自由”的理念纳入到法律当中。由于魏玛共和国的短暂,还没来得及提出自己的大学理念,大学基本维持了战前的状况,但也有一些民主之风吹进大学,犹太人、妇女、社会主义者就被允许进入大学中了。这一时期的包豪斯学院成为最能说出时代声音的大学,尽管它是一所高等艺术学院,但其包含的将传统艺术与实践功能结合的理念正说明了魏玛时期的大学理念渴望在理性与功利之间找到平衡。 德国大学理念在19世纪到20世纪这百年间从理性主义独尊到功利主义入侵,再到两者的融合展现了大学理念随社会发展的变化及其对时代变迁的贡献。
[Abstract]:Germany is a country that depends on the advantages of education and science and technology in the world. The rich achievements of its higher education are not only well known in the educational circles, but also lay a theoretical foundation for the development and prosperity of the country. The reason why German universities are able to achieve such remarkable results is first because they are supported by thoughtful ideas. 200 years ago, in the early 19th century, rationalism became the dominant university in German universities. After the defeat in 1806, The country hopes to make up for the loss of land and wealth through the power of education. Humboldt, Fichte, Schlermach and other scholars put forward their own ideas of university, although their views are not entirely consistent, but they think that the new university should enjoy a free academic atmosphere, with the goal of cultivating a perfect personality. From then on, the university is not only the carrier of human civilization, but also the cradle of creating knowledge. The University of Berlin is the best representative of the scholars' idea of university in this period, whose autonomy, academic freedom, teaching and research are combined. The style of pursuing human rationality fully embodies the idea of university in this period. In the second half of the 19th century, with the advent of the Industrial Revolution, the German Reich was founded. German universities' style of pursuing pure scholarship is also changing. The utilitarian university idea, which hopes that the university will participate more in the life, struggles with the rationalism university idea which is in the leading position. The mathematician Klein first developed the applied discipline in the university and questioned the Humboldt style university. Education Secretary Artehoff also used his power to break the tradition of university autonomy and interfere in the internal management of the university. Weber, on the other hand, became a champion of rationalism, putting forward the idea of "value neutrality" and "academic as his ambition" to oppose the excessive invasion of utilitarianism. Gottingen University became the representative of this period and founded many applied subjects related to practical industrial technology and vocational education. After the baptism of World War I, the defeated Germany once again tried to heal the material wounds through the power of education. The newly founded Weimar Republic injected many elements of democracy into the Weimar Constitution, wanted to break the autocracy of the pre-war empire, and for the first time incorporated the idea of "academic freedom" into the law. Since the Weimar Republic was too short to come up with its own idea of university, the university basically maintained its pre-war status, but there were also some democratic winds blowing into the university. Jews, women, and socialists were allowed to enter the university. The Bauhaus College of this period became the university that speaks the voice of the times most, though it is a higher school of art. But the idea of combining traditional art with practical function shows that Weimar's idea of university desire to find a balance between rationality and utilitarianism. From the 19th century to the 20th century, the ideas of German universities changed from rationalism to utilitarianism, and then to the fusion of them, which showed the changes of university ideas with the development of society and their contribution to the changes of the times.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G649.516
本文编号：2150112
[Abstract]:Germany is a country that depends on the advantages of education and science and technology in the world. The rich achievements of its higher education are not only well known in the educational circles, but also lay a theoretical foundation for the development and prosperity of the country. The reason why German universities are able to achieve such remarkable results is first because they are supported by thoughtful ideas. 200 years ago, in the early 19th century, rationalism became the dominant university in German universities. After the defeat in 1806, The country hopes to make up for the loss of land and wealth through the power of education. Humboldt, Fichte, Schlermach and other scholars put forward their own ideas of university, although their views are not entirely consistent, but they think that the new university should enjoy a free academic atmosphere, with the goal of cultivating a perfect personality. From then on, the university is not only the carrier of human civilization, but also the cradle of creating knowledge. The University of Berlin is the best representative of the scholars' idea of university in this period, whose autonomy, academic freedom, teaching and research are combined. The style of pursuing human rationality fully embodies the idea of university in this period. In the second half of the 19th century, with the advent of the Industrial Revolution, the German Reich was founded. German universities' style of pursuing pure scholarship is also changing. The utilitarian university idea, which hopes that the university will participate more in the life, struggles with the rationalism university idea which is in the leading position. The mathematician Klein first developed the applied discipline in the university and questioned the Humboldt style university. Education Secretary Artehoff also used his power to break the tradition of university autonomy and interfere in the internal management of the university. Weber, on the other hand, became a champion of rationalism, putting forward the idea of "value neutrality" and "academic as his ambition" to oppose the excessive invasion of utilitarianism. Gottingen University became the representative of this period and founded many applied subjects related to practical industrial technology and vocational education. After the baptism of World War I, the defeated Germany once again tried to heal the material wounds through the power of education. The newly founded Weimar Republic injected many elements of democracy into the Weimar Constitution, wanted to break the autocracy of the pre-war empire, and for the first time incorporated the idea of "academic freedom" into the law. Since the Weimar Republic was too short to come up with its own idea of university, the university basically maintained its pre-war status, but there were also some democratic winds blowing into the university. Jews, women, and socialists were allowed to enter the university. The Bauhaus College of this period became the university that speaks the voice of the times most, though it is a higher school of art. But the idea of combining traditional art with practical function shows that Weimar's idea of university desire to find a balance between rationality and utilitarianism. From the 19th century to the 20th century, the ideas of German universities changed from rationalism to utilitarianism, and then to the fusion of them, which showed the changes of university ideas with the development of society and their contribution to the changes of the times.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G649.516
【参考文献】
相关期刊论文 前10条
1 钱玲燕;;从洪堡的大学理念看当代德国大学生[J];安徽文学(下半月);2010年07期
2 贺国庆;近代德国大学思想对美国的影响[J];比较教育研究;1993年05期
3 王保星;大学国际性的历史诠释——读《德国和美国大学发达史》[J];比较教育研究;2000年S1期
4 王英杰;论大学的保守性——美国耶鲁大学的文化品格[J];比较教育研究;2003年03期
5 刘宝存;何谓大学——西方大学概念透视[J];比较教育研究;2003年04期
6 胡劲松;20世纪德国的文化特质及其教育特征[J];比较教育研究;2004年03期
7 周丽华;;“与洪堡告别?”——战后联邦德国高等教育政策述评[J];比较教育研究;2006年04期
8 俞可;;“学者自治共和国”的终结?——教育领导在德国大学的变革[J];比较教育研究;2008年07期
9 胡劲松;德国州政府的高等教育管理职能[J];比较教育研究;1999年04期
10 李强;大学理念再思考[J];北京大学教育评论;2005年02期
相关硕士学位论文 前3条
1 张海新;论柏林大学的学术自由与国家主义[D];吉林大学;2005年
2 穆小燕;新人文主义大学观及其对19世纪德国大学改革的影响[D];河北大学;2006年
3 沙苗苗;柏林大学模式研究[D];华中师范大学;2008年
，本文编号：2150112
本文链接：https://www.wllwen.com/jiaoyulunwen/suzhijiaoyulunwen/2150112.html
