自由与使命
摘要
哈佛大学是美国最早也是最著名的大学，在美国社会中有一种特殊的地位。人们常说“先有哈佛，后有美国”，这不仅是历史事实，也从一个侧面反映了哈佛大学在美国人心目中的地位。可以说，自从查理斯·艾略特校长主要通过自由选修制实现了哈佛由一所一般性地方院校向一所现代化大学成功转变之后，哈佛大学的成长和壮大最好地代表了美国大学的发展和崛起。纵观哈佛大学发展历程，本科课程改革是一条主线——课程是学生发展的决定性因素，而学生发展是大学工作的核心要务，说到底，这是一个关乎“培养什么人”的根本性问题。通过研究哈佛大学课程改革，发掘这些改革中蕴含的核心理念，可以归纳总结出现代大学应该具有的大学特色，以期为我国未来的高等教育课程改革提供参考，也对面临现实困境的大学予以鞭策。
艾略特给予所有学科以同等地位，赋予教师和学生完全的学术自由，彻底打破了传统固定课程的束缚，也彻底推翻了美国大学的思想围墙，顺应了美国社会自由、开放、民主的时代需要，使美国大学真正“从美国社会习俗及政治环境中慢慢自然而形成”，开始独具美国民主特色，焕发出强劲的生命力，开启了美国大学现代化和民族化时代。然而由于完全自由选修难免矫枉过正，艾略特的继任者阿伯特·洛厄尔校长对其进行了必要的修正，在尊重自由的基础上，强调“责任”，建立起“集中与分配”制，使必修与选修实现了恰当的平衡。自此以后，哈佛大学紧紧把握时代脉搏，一方面促进人的自由发展，一方面自觉肩负使命，适时进行本科课程改革：20纪40年代，哈佛大学通过《自由社会中的通识教育》报告使通识教育贯通中小学教育和社会教育，具有了更普遍的社会意义；强调西方文化遗产和因应时代变化，使通识教育理念深入人心。20世纪70年代，哈佛大学进行了“核心课程”改革，根据时代发展重新定义通识教育，致力于培养“有文化的人”，再一次强调人的价值和责任，体现了深切的使命感和责任感。刚刚进入21世纪，哈佛大学就又一次开启了新的本科课程改革探索，意欲培养“世界公民”，体现了自己的高瞻远瞩和全球视野。
本研究共分六章：前置绪论部分。第一章，艾略特与自由选修制。艾略特是哈佛大学乃至整个美国高等教育史上的转折性人物，因此本章就选修制在美国的早期发展和艾略特改革的时代背景以及艾略特就任哈佛大学校长、推行自由选修制改革、致力于打造独具特色的美国大学进行了详细论述。第二章，洛厄尔与“集中与分配”制。洛厄尔对艾略特的完全自由选修进行了修正，平衡了自由与责任的关系，同时他极力捍卫和维护学术自由，使哈佛大学免受外在纷扰，始终保持自由的学术氛围。艾略特的选修制强调“自由”，洛厄尔的“集中与分配”制强调自由与“责任”的平衡，自此奠定了哈佛大学的课程基础。第三章，通识教育与“自由社会”。本章论述科南特校长领导的通识教育改革所秉持的理念及其历史意义。第四章，核心课程与“有文化的人”，论述罗索夫斯基领导的核心课程计划及其培养目标，并附带简单介绍了哈佛大学的新世纪课程改革情况。第五章综合概括哈佛大学五次重大课程改革的核心理念——自由和使命，并分析了两者之间的关系。最后一章是哈佛大学课程改革对我国高等教育发展的启示。
通过对哈佛大学课程改革理念的研究，我们可以更深地认识到“自由”对大学发展的无比重要性，因为只有自由的大学才能充满活力，才能出色地完成大学独特的使命。
As the oldest and most famous university of America, Harvard University holds aunique position in the American society. It is usually said that Harvard University wasborn before the foundation of the United States, which is not only the truth, but areflection of Harvard’s special position in the eyes of American people as well. SinceCharles Eliot’s reform of the elective system achieved Harvard’s historictransformation from a local college into a modern university, the development ofHarvard University has always been the best representative of the development andbrilliance of the American university. The undergraduate curricular reform is the mainline of the Harvard’s development, because it is the curriculum that is the decidingfactor in the student’s growth. And the student’s growth must be the core of auniversity, which is a fundamental matter of what kind of person to train. This studyfocuses upon the common idea of Harvard’s curricular reforms and concludes theleading characteristics embodied in a modern university so as to provide somereferences for the higher education at home.
Harvard’s overall curricular reform started from Charles Eliot’s election as thepresident. Eliot endowed all the subjects with equal positions and all the teachers andstudents with complete academic freedom, thus smashing the chains of the traditionalunchanged curriculum and thoroughly overthrowing the mental enclosure of theAmerican university. It geared to the social needs of freedom, opening and democracyby deeply rooting the American university in American social customs and politicalenvironments, which created the unique characteristics of the American university andopened up the modernized and democratic times of the American university.
On the other hand, however, Eliot’s free elective system was too overcorrect, soPresident Lowell made necessary corrections on it by creating the system ofconcentration and distribution, which emphasized responsibility as well as freedomand reached a proper balance between required and elective courses. Since then,Harvard University has keenly sensed the trend of the times and carried on timelyundergraduate curricular reforms in order to better the free development of every individual and the progress of the whole nation. In the1940s, Harvard Universitydelivered the report General Education in a Free Society, which linked the universityeducation with the education in primary and middle schools by general education;accordingly, more universal significance was vested in general education. The reportattached great value on western cultural heritages and development with the times.The conception of general education struck root in people’s hearts ever since. In the1970s, the reform of the core course was initiated in Harvard, which redefined generaleducation according to the times and aimed at the training of “an educated person”.Harvard University once again shouldered its responsibility and mission to advocateindividual’s value and duty. At the beginning of the21stcentury, Harvard Universitystarted its new reform of undergraduate curriculum and decided to foster “globalcitizens”, which reflected Harvard’s high standing and far insight again.
This study has six chapters. Before each chapter is the introduction. Chapter Oneis about President Eliot and the elective system. Charles Eliot was the crucial figure inboth Harvard University and even the whole American higher education. This chapterillustrates in detail four parts: first, the early development of the elective system in theUnited States is analyzed in detail to bring in Eliot’s free elective system and its greathistoric significance; and then Eliot’s election as President of Harvard University, thefree elective system, and Eliot’s efforts to create the American university as well ashis reform idea are discussed. Chapter Two is entitled as Lowell and the System of“Concentration and Distribution”. President Lowell made necessary corrections onEliot’s free elective system, balancing freedom and duty. What’s more, he made everyeffort to protect and defend academic freedom to free Harvard from outsidedisturbances and keep it in a free academic atmosphere. The basis of Harvard’sundergraduate curriculum was hence formed with Lowell’s balance between freedomand duty. Chapter Three, General Education and “Free Society”, discusses Harvard’sreform of general education led by President Conant and its idea and historicsignificance. Chapter Four, The Core Curriculum and “An Educated Person”, studiesHarvard’s plan of the core curriculum and its educational aim led by Dean Rosovsky,together with a brief introduction of Harvard’s curricular reform in the new century. Chapter Five is about the key ideas and their relationship embodied in Harvard’scurricular reforms: freedom and mission. The last chapter brings forward themeanings of this study to the university at home.
From this study, we will more deeply realize how significant FREEDOM is to auniversity. Because, without freedom, a university cannot be energetic, let alone tofulfill its unique mission to the nation well.
艾略特给予所有学科以同等地位，赋予教师和学生完全的学术自由，彻底打破了传统固定课程的束缚，也彻底推翻了美国大学的思想围墙，顺应了美国社会自由、开放、民主的时代需要，使美国大学真正“从美国社会习俗及政治环境中慢慢自然而形成”，开始独具美国民主特色，焕发出强劲的生命力，开启了美国大学现代化和民族化时代。然而由于完全自由选修难免矫枉过正，艾略特的继任者阿伯特·洛厄尔校长对其进行了必要的修正，在尊重自由的基础上，强调“责任”，建立起“集中与分配”制，使必修与选修实现了恰当的平衡。自此以后，哈佛大学紧紧把握时代脉搏，一方面促进人的自由发展，一方面自觉肩负使命，适时进行本科课程改革：20纪40年代，哈佛大学通过《自由社会中的通识教育》报告使通识教育贯通中小学教育和社会教育，具有了更普遍的社会意义；强调西方文化遗产和因应时代变化，使通识教育理念深入人心。20世纪70年代，哈佛大学进行了“核心课程”改革，根据时代发展重新定义通识教育，致力于培养“有文化的人”，再一次强调人的价值和责任，体现了深切的使命感和责任感。刚刚进入21世纪，哈佛大学就又一次开启了新的本科课程改革探索，意欲培养“世界公民”，体现了自己的高瞻远瞩和全球视野。
本研究共分六章：前置绪论部分。第一章，艾略特与自由选修制。艾略特是哈佛大学乃至整个美国高等教育史上的转折性人物，因此本章就选修制在美国的早期发展和艾略特改革的时代背景以及艾略特就任哈佛大学校长、推行自由选修制改革、致力于打造独具特色的美国大学进行了详细论述。第二章，洛厄尔与“集中与分配”制。洛厄尔对艾略特的完全自由选修进行了修正，平衡了自由与责任的关系，同时他极力捍卫和维护学术自由，使哈佛大学免受外在纷扰，始终保持自由的学术氛围。艾略特的选修制强调“自由”，洛厄尔的“集中与分配”制强调自由与“责任”的平衡，自此奠定了哈佛大学的课程基础。第三章，通识教育与“自由社会”。本章论述科南特校长领导的通识教育改革所秉持的理念及其历史意义。第四章，核心课程与“有文化的人”，论述罗索夫斯基领导的核心课程计划及其培养目标，并附带简单介绍了哈佛大学的新世纪课程改革情况。第五章综合概括哈佛大学五次重大课程改革的核心理念——自由和使命，并分析了两者之间的关系。最后一章是哈佛大学课程改革对我国高等教育发展的启示。
通过对哈佛大学课程改革理念的研究，我们可以更深地认识到“自由”对大学发展的无比重要性，因为只有自由的大学才能充满活力，才能出色地完成大学独特的使命。
As the oldest and most famous university of America, Harvard University holds aunique position in the American society. It is usually said that Harvard University wasborn before the foundation of the United States, which is not only the truth, but areflection of Harvard’s special position in the eyes of American people as well. SinceCharles Eliot’s reform of the elective system achieved Harvard’s historictransformation from a local college into a modern university, the development ofHarvard University has always been the best representative of the development andbrilliance of the American university. The undergraduate curricular reform is the mainline of the Harvard’s development, because it is the curriculum that is the decidingfactor in the student’s growth. And the student’s growth must be the core of auniversity, which is a fundamental matter of what kind of person to train. This studyfocuses upon the common idea of Harvard’s curricular reforms and concludes theleading characteristics embodied in a modern university so as to provide somereferences for the higher education at home.
Harvard’s overall curricular reform started from Charles Eliot’s election as thepresident. Eliot endowed all the subjects with equal positions and all the teachers andstudents with complete academic freedom, thus smashing the chains of the traditionalunchanged curriculum and thoroughly overthrowing the mental enclosure of theAmerican university. It geared to the social needs of freedom, opening and democracyby deeply rooting the American university in American social customs and politicalenvironments, which created the unique characteristics of the American university andopened up the modernized and democratic times of the American university.
On the other hand, however, Eliot’s free elective system was too overcorrect, soPresident Lowell made necessary corrections on it by creating the system ofconcentration and distribution, which emphasized responsibility as well as freedomand reached a proper balance between required and elective courses. Since then,Harvard University has keenly sensed the trend of the times and carried on timelyundergraduate curricular reforms in order to better the free development of every individual and the progress of the whole nation. In the1940s, Harvard Universitydelivered the report General Education in a Free Society, which linked the universityeducation with the education in primary and middle schools by general education;accordingly, more universal significance was vested in general education. The reportattached great value on western cultural heritages and development with the times.The conception of general education struck root in people’s hearts ever since. In the1970s, the reform of the core course was initiated in Harvard, which redefined generaleducation according to the times and aimed at the training of “an educated person”.Harvard University once again shouldered its responsibility and mission to advocateindividual’s value and duty. At the beginning of the21stcentury, Harvard Universitystarted its new reform of undergraduate curriculum and decided to foster “globalcitizens”, which reflected Harvard’s high standing and far insight again.
This study has six chapters. Before each chapter is the introduction. Chapter Oneis about President Eliot and the elective system. Charles Eliot was the crucial figure inboth Harvard University and even the whole American higher education. This chapterillustrates in detail four parts: first, the early development of the elective system in theUnited States is analyzed in detail to bring in Eliot’s free elective system and its greathistoric significance; and then Eliot’s election as President of Harvard University, thefree elective system, and Eliot’s efforts to create the American university as well ashis reform idea are discussed. Chapter Two is entitled as Lowell and the System of“Concentration and Distribution”. President Lowell made necessary corrections onEliot’s free elective system, balancing freedom and duty. What’s more, he made everyeffort to protect and defend academic freedom to free Harvard from outsidedisturbances and keep it in a free academic atmosphere. The basis of Harvard’sundergraduate curriculum was hence formed with Lowell’s balance between freedomand duty. Chapter Three, General Education and “Free Society”, discusses Harvard’sreform of general education led by President Conant and its idea and historicsignificance. Chapter Four, The Core Curriculum and “An Educated Person”, studiesHarvard’s plan of the core curriculum and its educational aim led by Dean Rosovsky,together with a brief introduction of Harvard’s curricular reform in the new century. Chapter Five is about the key ideas and their relationship embodied in Harvard’scurricular reforms: freedom and mission. The last chapter brings forward themeanings of this study to the university at home.
From this study, we will more deeply realize how significant FREEDOM is to auniversity. Because, without freedom, a university cannot be energetic, let alone tofulfill its unique mission to the nation well.
引文
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①源自《伊索寓言》。“圆木王”喻指管理松散的统治者或领导人;“鹳王”喻指专制暴虐的统治者或领导人。
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①源自《伊索寓言》。“圆木王”喻指管理松散的统治者或领导人;“鹳王”喻指专制暴虐的统治者或领导人。
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①即欧洲。
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