教育强国建设背景下的智育使命——基于教育价值秩序变化的考察

The Mission of Intellectual Education under the Background of Building an Education-Strong Country:An Examination Based on the Changes in the Order of Educational Values

对于英国教育思想家斯宾塞于19世纪中期提出的“智、德、体”三育说,后世学人多从教育要素上加以承传,而对其内蕴的教育价值秩序观鲜有关注。从历史视野看,古代儒家经典《中庸》中有关智、仁、勇“三达德”的教育学说与斯宾塞的教育价值秩序观一致。至近代,虽然严复早在19世纪末就已宣示物质文明和制度文明的现代化是国家现代化的“标”,精神文明的现代化才是国家现代化的“本”,但在近代学人引用这一理论的过程中,先后出现过三个“中国化”的版本:一是严复和蔡元培因应近代民族“救亡”之需,将其改造为“体、智、德”的教育价值秩序观;二是梁启超出于“维新”之需,将其改造为“德、智、体”的教育价值秩序观;三是晚清政府出于“保皇”之便,又将其改造为“德、体、智”的教育价值秩序观。这三个版本在教育价值秩序观上的改造,不仅造成20世纪中国民众在“爱智”之求真(而非“用智”之求利)教养上的明显缺失,也最终导致一个多世纪以来中国在真正处于智力核心地位的卓越推理判断能力(而非传统教育所固着的记忆力)的拔尖创新人才培养上的瓶颈难破。为此,智育不仅是教育强国的关键,也是教育现代化的突破口,更是一个多世纪以来中国教育强国事业未竟的历史使命。

The three education theories of“intelligence,morality,and physique”proposed by the British educational philosopher Herbert Spencer in the mid-19th century have been largely inherited by later scholars in terms of educational elements,with little attention paid to their inherent educational values and order.From a historical perspective,the educational theory of the three virtues of wisdom,benevolence,and bravery in the ancient Confucian classic“The Doctrine of the Mean”is consistent with Spencer's educational values and order.In modern times,although Yan Fu had already declared that the modernization of material and institutional civilization was the“standard”of national modernization as early as the end of the 19th century,and the modernization of spiritual civilization was the“foundation”of national modernization,there have been three versions of“sinicization”in the process of modern scholars applying this theory:firstly,Yan Fu and Cai Yuanpei transformed it into an educational value order of“physical,intellectual,and moral”in response to the needs of modern national“salvation”;The second is that Liang Qichao transformed it into an educational value order of“morality,intelligence,and physique”due to the“Reform Movement”;The third reason is that the late Qing government,out of the convenience of“protecting the emperor”,transformed it into an educational value order of“morality,physical fitness,and intelligence”.The transformation of these three versions of educational values and order not only resulted in a significant lack of“love for intelligence”(rather than“use of intelligence”)education among the Chinese people in the 20th century,but also ultimately led to a bottleneck in cultivating topnotch innovative talents with outstanding reasoning and judgment abilities(rather than the memory fixed by traditional education)that have truly been at the core of intelligence in Chinese education for over a century.Therefore,intellectual education is not only the key to building a strong education country,but also the breakthrough point for modernization of education.It is a historical mission that has not been completed for more than a century in the cause of building a strong education country in China.