晚清海军教育中对人的重新认识及其培养

A Case Study of Re-recognition and Cultivation of Personnel in Navy Education of Late Qing Dynasty

中国古典文化将人理解为德性的存在,将"纲常伦纪"视为德性的内涵,教育致力于培养德性人,服务于皇权统治。在德性人的视域中,西方文化是野蛮文化,西方人是野蛮人;西方人则以其人之道还治其人之身,隔膜中的误解由此出现。近代以来,在兴办海军教育对抗西方列强侵略的过程中,中国人开始重新认识人,并对教育做出新的理解:人不仅是德性的存在,还是理性与实践性的存在;教育的急务在于培养人的理性和实践性,即以自然科学技术知识和实践知识为主要内容,以课堂教学与实地训练相结合的方式,培养具有理性和实践性的人,由此拉开以人的素质现代化为核心的教育现代化帷幕。接受过海军教育并有留洋经历的中国人,对人的认识进一步深化,他们认为人不仅是德性、理性、实践性的存在,还是身体的存在;即便德性,也不再是以"纲常伦纪"为核心的传统德性,而是以自由、平等与权利为核心的新型德性。基于这种认识,教育开始致力于培养具有新的德性、理性、实践性与相应身体的人,教育现代化得以持续向前推进。

A person was defined as the existence of virtue in the classical education, and education is committed to cultivating virtuous people through literary knowledge and ethical norms, to serve the autocratic imperial power system. In this sense, the Western civilization was considered to be barbarous while the Westerners despised the Easterners in return, which resulted in hostility between the West and the East. To confront the Western invasion by building a strong navy in modern times, the Chinese people began to re-interpret a human being and the role of education: human beings were not only the existence of virtue, but also that of rationality and practicality that could be nurtured in the teaching and learning of natural, scientific and technological literacy. This embarked on the modern education of modernized human resources as the core essence of rational and practical mankind. The modernization of education was being reinforced onwards since the well-educated Chinese nationals in the West re-recognized that man was both the existence of virtue, rationality and practicality, and the existence of body, and that virtue was no longer a hierarchical morality with the "three cardinal principles and five permanent principles" as the core, but a new virtue of freedom, equality and rights as the core.