潘光旦民族主义思想研究（1922-1949）

发布时间：2018-08-02 13:20

【摘要】：潘光旦是我国著名的社会学家、优生学家、教育学家。潘光旦是后五四时期的知识分子，，他在年少求学阶段接受过五四运动的洗礼，同时也经历了民族国家空前的危机时期。从清华学堂毕业之后，赴美国接受西方近代教育，研习了优生学。在其整个研究过程中，他将生理与人文紧密结合在一起，同时结合当时中华民族的实际情况做出科学的理论分析。在其整个学术思想中，包含了丰富的民族主义关怀。第一章，潘光旦民族主义思想的产生：理论渊源与现实境遇。中国近代民族主义思想理论的来源主要有三种表现形式。第一，与传统势力相互联合；第二，进行彻底的社会变革；第三，通过对民族自身的改良而实现近代化。前两点都具有明显的政治学意义上的倾向，第三点在方法论上则相对特殊。潘光旦成长于五四时期，在国内接受过系统的儒家教育以及留学的预科教育，其基础知识扎实。赴美留学时，选择了优生学。回国后，经历了抗日战争和解放战争。现实社会的境遇不断影响潘光旦学术思想的改变。其理论也由不成熟而逐渐走向成熟。潘光旦的理论无论是在何种社会阶段，其价值取向与根本诉求都是建立在民族利益之上的。第二章，潘光旦前期学术思想包含种族竞争与民族优生。潘光旦运用西方近代民族的相关理论，首先对中国近代民族情况进行分析，得出近代中国民族存在的各种问题。随后，在“优生学”理论的指导下，进行民族品性改良的相关论证。他试图认为民族的强大首先要使民族先天充足。第三章，家族“伦理”与“民族”考量。潘光旦的思想意识活动开始转向对于家庭伦理关系的研究。首先，潘光旦指出中国家庭存在的问题。然后，论证了构建新式伦理关系有利于民族“复兴”的意义。只有构建了新式的民主化的伦理关系，才能有助于民族整体的进步。第四章，教育与救国。潘光旦认为，后天人文素质的培养是民族复兴的关键。潘光旦的教育思想的核心是对于优生学的自我批判，所以后期的民族素质教育是对救国的重要认知。同时，国难与教育休戚相关，肯定了人文主义在民族复兴的重要意义之后，教育自然成为其焦点。但教育始终没有找寻到其真正的意义之所在。即近代中国教育的目标应该是什么。教育目标的设定应该与民族国家的命运紧密相连。第五章，笔者认为，潘光旦的民族主义是以理性民族为中心且是不断自我发展的理论。同时，它也存在一定的历史局限性。以“优生学”为中心的民族主义表达过于强调生物遗传对于民族品性的影响。其次，也不难反映出，中国近代知识分子对于民族国家的构建还存在一定的空想性。在这样一个历史情境下，潘光旦认为，增强体质是民族强盛的首要保证。同时要注重构建合理的伦理关系与充分实施民族教育对民族国家的意义。
[Abstract]:Pan Guangdan is a famous sociologist, eugenist and educator in China. Pan Guangdan was an intellectual in the period of the May 4th Movement. He was baptized by the May 4th Movement in his early years of study and also experienced an unprecedented crisis period in the nation-state. After graduating from Tsinghua School, he went to the United States to receive western modern education and studied eugenics. In his whole research process, he closely combined physiology and humanities, and made a scientific theoretical analysis combined with the actual situation of the Chinese nation at that time. In his whole academic thought, contains the rich nationalism concern. The first chapter, the generation of Pan Guangdan's nationalism thought: theoretical origin and realistic situation. There are mainly three forms of expression of the theory of nationalism in modern China. First, unite with the traditional forces; second, carry on the thorough social transformation; third, realize the modernization through the improvement of the nation itself. The first two points have obvious tendency in the sense of political science, and the third point is relatively special in methodology. Pan Guangdan, who grew up in the May 4th period, received a systematic Confucian education and a preparatory education for studying abroad. His basic knowledge was solid. When studying in the United States, he chose eugenics. After returning to China, he experienced the War of Resistance against Japan and the War of Liberation. The circumstances of the real society constantly affect the change of Pan Guangdan's academic thought. Its theory also from immature and gradually to mature. No matter in what social stage, Pan Guangdan's theory is based on the national interests. In the second chapter, Pan Guangdan's early academic thought includes race competition and ethnic eugenics. Using the relevant theories of western modern nationalities, Pan Guangdan firstly analyzed the situation of Chinese modern nationalities, and obtained various problems existing in modern Chinese nationalities. Then, under the guidance of the theory of eugenics, the related argumentation of national character improvement is carried out. He tried to think that the strength of a nation should first of all be sufficient for the nation. The third chapter, family "ethics" and "nation" consideration. Pan Guangdan's ideological activities began to turn to the study of family ethics. First, Pan Guangdan points out the problems of Chinese families. Then, it demonstrates the significance of constructing the new ethical relationship in favor of the national rejuvenation. Only by constructing a new ethical relationship of democratization can we contribute to the progress of the nation as a whole. Chapter IV, Education and national salvation. Pan Guangdan believes that the cultivation of the acquired humanistic quality is the key to national rejuvenation. The core of Pan Guangdan's educational thought is the self-criticism of eugenics, so the later national quality education is an important cognition to save the nation. At the same time, the national disaster is closely related to education, affirming the humanism in the important significance of national rejuvenation, education naturally become its focus. But education has never found its true meaning. That is, the goal of modern Chinese education should be what. The setting of educational goals should be closely linked to the fate of nation-states. In the fifth chapter, the author believes that Pan Guangdan's nationalism is a rational nation centered and self-developing theory. At the same time, it also has some historical limitations. The nationalist expression centered on eugenics emphasizes too much on the influence of biological heredity on national character. Secondly, it is not difficult to reflect that modern Chinese intellectuals still have a certain utopia about the construction of nation-state. In such a historical situation, Pan Guangdan believes that strengthening the physique is the primary guarantee of national prosperity. At the same time, we should pay attention to the construction of reasonable ethical relations and the full implementation of national education to the significance of the nation-state.
【学位授予单位】：吉首大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：D693.0;K26

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