“国学”内涵的变迁与章太炎国学的现代意义

Changes in the Notion of “Traditional Chinese Learning” and Modern Significance of ZHANG Tai-yan's Understanding

"国学"已经是当代社会不胫而走的名词,但是这个名词在社会上常被误用。有人把读经称为国学,有人把文言文本通称国学,有人把社会上模仿古代祭祀的礼仪仪式称为国学,就连背诵《弟子规》、二十四孝,也被有些人称为国学。林林总总,国学呈现出一种乱象,怪不得有些真正懂得国学的人主张放弃"国学"这个概念。但是,国学问题涉及到文化和思想的传承问题,涉及到经典文本的理解和延续问题,这些都是中国文化发展中的重要命题。其实,"国学"概念从产生到发展,有一个演变过程,古代国学不论是作为教育制度的名称,还是作为教育内容的名称,都与帝王宫廷有关,这些定义是今天不能直接沿用的。19—20世纪之交,"国学"与"盲目西化"对立,成为一种学术主张,并且具有了明确的现代意识和古为今用的品质,这才是现代国学的基础。所以,国学现代化的首创人物章太炎的学术理念和特点,是十分值得总结的。在21世纪的新形势下,在信息社会的大环境中,相对于章太炎所处的时代,又已发生了很大的变化,国学尚需进一步推进。必须克服滥用"国学"复古的偏颇和"遗产无优劣论"的片面性,按照"立足中国、借鉴国外,挖掘历史、把握当代,关怀人类、面向未来"的思路发展国学,让国学在建设中国特色、中国风格和中国气派的现代化新文化的征程中发挥最大的作用。

＂Traditional Chinese learning＂ has become a popular term in current society, but it has always been understood in the wrong way. Some treat it as reading classical works;some others regard it as learning ancient Chinese texts;still some others refer to it all imitations of ancient worshiping and sacrificing ceremonies;and still some others consider it as reciting ancient children＇s morality works. It is apparent the concept has been abused, having hence no doubt caused some who are true scholars in this area to claim to abandon the notion. Nevertheless, the issue is associated with the inheritance of the Chinese culture and ideology, as well as the understanding and continuation of the classical texts, which are important concern for the development. From its origin, the term has witnessed changes from its beginning when it was created. That is,in ancient China,the term,which may either refer to education system or the content,is related to royal courts,and such notions cannot be used today. At the turning from the end of the 19th century to the beginning of the 20th century,＂traditional Chinese learning＂ was set contrary to ＂blind westernization＂ and hence became an academic advocating, which has an explicit modern awareness and the characteristic of making the past serve the present. It is on this condition that traditional Chinese learning is based for its modernization. In that regard, the academic ideas and characteristics of the initiator of traditional Chinese learning modernization,Sir ZHANG Tai-yan, should be much appreciated. Since the new situation of the 21st century and the environment of information society have had a tremendous change ever since, the traditional Chinese learning in Sir ZHANG＇s sense should be further developed. The abuses of the term to appeal to ancient meanings must be stopped and the one-sided view that ＂inheritances have no sense of good or bad＂ should be eradicated. In other words,a new approach should be taken to meet the requirements of the new times.