胡适学术自由的思想与实践（1917-1948）

发布时间：2018-10-17 11:18

【摘要】：胡适学术自由思想自成体系,主要包括为什么需要学术自由以及如何才能学术自由。首先学术自由是知识的内在要求,任何知识都有可能沾染上错误,赋予学者学术自由乃是发展知识的最佳原则。而学生是未来的学者,只有在具备学习自由的情况下,他们才能自由的学习与思考。由于学生乃是未成熟的学者,其学习自由主要体现在教师的教学自由中。当我们赋予学者与学生学术自由、学习自由时,社会才能发展与进步。其次为了保障学术自由的正确使用,学者必须具备丰富的学识与独立的人格,以及运用科学方法研究学问从而发表负责任的言论,当然重要的是制定宪法从制度层面保障学者的学术自由。在学术自由思想指导下的实践也颇有借鉴之处。除了在报刊杂志中提倡言论自由,促进青年人的思想解放。胡适在任教初期与担任校长的不同阶段,把学术自由思想运用在具体的实践中。从任教北大为时任校长蔡元培提出设立选科制、教授治校并且实施到1928年受聘为中国公学的校长,胡适从管理学校到人才的选拔展示了他在实践中坚持学术自由。20世纪30年代初,胡适在罗隆基案中不仅充分阐述了学术自由理念,更身体力行地争取学术自由。40年代中期执掌北大时,他立足于实现整个中国的学术独立与学术自由。在这几个阶段,胡适基于自身的角色与学校既定的条件结合当时的社会环境合理地实践了学术自由。简言之,胡适学术自的思想与实践具有重要的理论意义与实际意义。
[Abstract]:Hu Shi's thought of academic freedom consists of why academic freedom is needed and how to be academic freedom. First of all, academic freedom is the inherent requirement of knowledge, and any knowledge is likely to be contaminated with mistakes. Giving scholars academic freedom is the best principle for the development of knowledge. Students are future scholars, only when they have the freedom of learning, they can learn and think freely. Since students are immature scholars, their learning freedom is mainly embodied in teachers' teaching freedom. Only when we give scholars and students academic freedom and learning freedom can society develop and progress. Secondly, in order to ensure the correct use of academic freedom, scholars must have rich knowledge and independent personality, and use scientific methods to study knowledge in order to make responsible remarks. Of course, it is important to make a constitution to protect the academic freedom of scholars from the system level. The practice under the guidance of academic freedom thought also quite has the reference place. In addition to promoting freedom of speech in newspapers and magazines, promoting the ideological emancipation of young people. Hu Shi applied the thought of academic freedom to concrete practice at different stages of teaching and serving as president. From Cai Yuanpei, the current principal of Peking University, who proposed the establishment of an elective subject system, the system of teaching and running the school was put into practice until 1928, when he was employed as the principal of a Chinese public school. Hu Shi's selection from management schools to talent shows his adherence to academic freedom in practice. In the early 1930s, Hu Shi not only fully expounded the idea of academic freedom in the case of Luo Longji, In the mid-1940s, when he was in charge of Peking University, he was based on the realization of academic independence and academic freedom throughout China. In these stages, Hu Shi, on the basis of his own role and the established conditions of the school, reasonably practiced academic freedom in accordance with the social environment at that time. In short, Hu Shi's academic thought and practice have important theoretical and practical significance.
【学位授予单位】：汕头大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G40-09

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