课业与救国：从老师辈的即时观察认识“五四”的丰富性

Classwork and Saving the Nation:Understanding the Richness of "May Fourth" through the Observations of Contemporary Faculty Members

今人已在思考怎样继承"五四遗产",然而不论是广义还是狭义的"五四",不仅未到盖棺论定的程度,甚至还有一些基本史实没有搞清楚,仍是一个言人人殊的状态。从"五四"时《新教育》上老师辈的即时观察和事后反思看,"学生"这一近代新教育的社会成果日渐脱颖而出,体现出群体的自觉,并被赋予救国救民的重任,却也越来越疏离于教育和学术本身。"五四"本身及后人认知中的"五四"那丰富多歧的面相,也由此可见。

Scholars today have been considering how to carry forth the 'May Fourth heritage.' However,our understanding of 'May Fourth'—both in the broad sense and in the narrow sense—is not sufficient to make a final judgment.Indeed,even some basic historical facts have not been clarified,and the field is filled with contending voices.However,if we look at 'May Fourth' through the contemporary observations and after-the-fact reflections of contemporary faculty members as published in New Education,we can see that 'students'—the social products of new education in modern times—gradually rose to prominence and came to express a collective awareness;they were entrusted with the important task of saving the nation and the people,but they also became more and more disengaged from education itself and from scholarship.This also suggests how rich and multifaceted 'May Fourth' was,both in and of itself and in the eyes of later generations.