德國文化教育學在中國的接受與轉化--兼述其在日本的傳播

Reception and Transformation of German Kulturp?dagogik in China and Its Interpretation by Chinese Scholars

本研究分析74篇於1920至1940年代《教育雜誌》、《中國學誌》所刊載有關德國教育學的文章，並回溯德國文化教育學經由日本傳播來華此一知識轉移歷史過程，藉以探索中國教育學者究係基於何種歷史脈絡、透過哪些途徑，以及如何接受與詮釋德國文化教育學的問題。研究發現，此一時期中國仍需經由日本與美國認識德國教育學，這種間接的知識轉移過程制約著德國教育學傳入的主題重點和詮釋角度；此外，中國教育學者常基於科學主義觀點，傾向質疑德國教育哲學或心理學學說。對照五四運動以來追求全盤西化、熱衷移植外國教育制度與方法，以及致力於教育學之自然科學化的風氣，引介德國文化教育學到中國之教育學者，蔣徑三及王錦第可能是當時最重要的兩位；他們取材日本文獻、肯定及宣揚文化教育學說，強調教育務須進行歷史文化及精神層面之理解與掌握，可視為此後中國教育學相關發展的先見。

This paper aims at analyzing 74 journal articles， published in China between the 1920’s and 1940’s， whose content focuses on German “cultural pedagogy.” The latter was introduced into China mainly through Japan and the United States， and therefore the Chinese authors naturally adopted the educational perspectives of the Japanese and American scholars. However， in the process of “reception” these Chinese scholars also inevitably interpreted Kulturpaedagogik in accordance with the current political and cultural contxt [sic] of China， and thus transformed it to a certain degree. For one thing， Chinese intellectuals tended to interpret German psychology and educational philosophy from the standpoint of Scientism， a dominant philosophy in China at this time. Jiang Jingsan and Wang Jingdi were the most important scholars in the introduction of German pedagogy into China.