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구건석 영남대학교 민족문화연구소 2011 민족문화논총 Vol.49 No.-
中國思維現代化問題是中西文化相遇下的結果, 但現代化是否就是西方化, 甚至歐洲化?在現代多元思潮的背景下, 以歐洲化做為現代化指標又產生了什麼反省?在接受邏輯為現代化指標前提下, 對於西方邏輯的學習也從傳統邏輯進入了現代符號邏輯, 但西方邏輯的全盤殖入等於是現代化的完成的想法, 使得中國文化自身在現代化中扮演了消極, 甚至負面的角色。 文化相遇的多種範式說明了文化理解的具體規範, 是受到了文化相遇兩端預設關係的影響, 這也間接地決定了現代化一詞具有的意義。 但無論是那一種範式或意義, 西方文化對於中國文化思維的現代化都扮演了一個不可或缺的角色。 即使西方文化從原先現代化的典範轉變成了各不同文化朝向現代化的參考點。 並且隨著這個轉變, 現代化也從僅指朝向歐洲現代文化的趨同意義, 變成了與各個邁向現代化的不同文化相緊密相關的多元現代性意義。 在以典範轉變和多元現代性的分析脈絡下, “中國邏輯思維”研究就是中國思維現代化的具體展現。
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鄭文祥 ( Chung Moon Sang ) 중국사학회 2019 中國史硏究 Vol.0 No.118
This article follows the attitudes and positions taken by Chinese educators of the early 1930s in response to the ‘Sinicization of education’ agenda as proposed by the Study Mission for Education in China (‘Study Mission’ henceforth) sent by the League of Nations. While the immediate aim for doing so is to attempt a multi-layered restructuring of the discourse among Chinese educators regarding the Sinicization of education, which had emerged as a hot issue during the early 1930s, the ultimate purpose is to reveal the ideological landscape among educators in the 1930s. Pointing out that education in China was excessively foreignized, the Study Mission recommended that China should establish an independent and autonomous education system, and that this would require authorities to focus on traditional Chinese culture while also referring to the European experience. Contrary to the findings of previous studies, the responses among Chinese educators regarding the ‘Sinicization of education’ proposed by the Study Mission were not simply delineated into arguments for and against. At least three positions were found to have been taken. First, some enthusiastically agreed with the Sinicization agenda of the Study Mission. The second position, from an anti-traditionalist perspective, was critical of Sinicization. The third position, from the perspective of Chinese society, was critically supportive of Sinicization. Such diverse reactions reflected the disparity in the attitudes and positions among intellectuals regarding the nature of the crisis in Chinese education, as well as those regarding traditional culture, educational models, and Chinese society. These responses also represented the views regarding Sinicization held by intellectuals with culturally conservative, liberal, and socialist tendencies.
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