19世纪剑桥大学改革研究
摘要
创建于1209年的剑桥大学,经过近600年的发展,到18世纪末期仍然是一所以绅士子弟为招生对象、以为教会和政府培养人才为宗旨、以古典学科为主要教学内容、学院享有过度自治权、非国教徒和女子被剥夺入学权利的古典教育居于统治地位的学府。进入19世纪后,在社会的政治、经济、科技等因素的作用下,剑桥大学迈开了由古典教育堡垒向科学教育中心转变的步伐。到19世纪末,剑桥大学的教育对象和培养目标、管理模式、教学体制、教师队伍、科学研究等方面都发生了根本性的变化,古典教育堡垒向科学教育中心转变的过程基本完成,剑桥大学步入了科学时代。
在追述18世纪剑桥大学古典教育的基础上,依据不同历史时期呈现出的突出特点,剑桥大学由古典教育堡垒向科学教育中心转变的过程大致可划分为三个阶段。第一阶段从1802年《爱丁堡评论》创刊并发表抨击传统大学的文章至1850年皇家委员会成立,是剑桥大学自我进行科学教育探索的阶段。在这一时期,围绕剑桥大学等传统大学的培养目标、教学内容、教学方法等论题展开了激烈的论争,各种发难、辩护的文章时常见诸报端。剑桥大学在教学内容、考试制度等方面对古典教育进行了一定的改造,设立了自然科学、道德科学荣誉学位考试制度。第二阶段从1850年皇家委员会成立至1877年法案的颁布,是剑桥大学科学教育得到显著加强的时期。在这个阶段,英国政府采取调查、立法等多种形式,直接介入剑桥大学等传统大学的改革,围绕剑桥大学的法律框架逐步建立。同时,卡文迪什实验室的建立,开启了实验物理学教学与研究的新时代。第三阶段从1877年法案的颁布至19世纪末,是剑桥大学科学教育出现繁荣并从此步入科学时代的时期。在这个阶段,剑桥大学的大学管理职能和财力不断增强,大学教师队伍得到充实与完善,科学领域教学体制正式确立,科学研究的领域不断开拓并取得了许多重要的科研成果。所有这些,都标志着剑桥大学的科学教育突破了古典教育的束缚,走上了快速、健康发展的轨道。
研究19世纪剑桥大学由古典教育堡垒向科学教育中心转变的过程,从中总结有益的历史经验,可以丰富剑桥大学的校史研究,深化对英国高等教育史的研究,为我国创建世界一流大学提供有益的借鉴。
With the earliest record of the university in 1209, Cambridge had experienced a history of 600 years at the end of eighteenth century. At that time, the classical education took the domination. Cambridge expected students who were from the royal family to take the careers in the Church or in the Civil Service. Classics still took the leading part in studies in Cambridge. Colleges had the overhigh-selfgovernment right. The university was closed to non-Anglicans and women students. After the entering to nineteenth century, under the influence of social political movements, economy and technology, there was a continued call for change and reform in the University from classical education to scientific education. At the latter nineteenth century the basic changes happened in the aspects of educational aim, management system, teaching system, faculty and scientific research in Cambridge. The change from classical education to scientific education had nearly finished and Cambridge stepped into a new scientific era.
The course of change from classical education to scientific education can be divided into three periods. The first period began with the first publication of Edinburgh Review in 1802, which published critical articles on ancient universities and ended with the appointment of Royal Commission of 1850. The issues of educational aim, teaching content and methods of ancient universities were sharply discussed. The discussions can always be found in newspapers. The introduction and examination of new studies advanced very rapidly after the Royal Commission of 1850 had reported. The natural sciences and moral sciences (now philosophical) Triposes were approved as early as 1851.
Second period began with the appointment of Royal Commission of 1850 and ended with the Cambridge University Act of 1877. During this period the scientific education got greatly strengthened. Britain government took the measuers such as investigation and legislation to govern the reform in ancient universities. At the same time, William Cavendish, seventh Duke of Devonshire, endows the University's new Cavendish Laboratory for the study of experimental physics, which indicates the new era of teaching and research on Experimental physics.
The rest part of the nineteenth century was the third period.This period had seen an accelerated rate of development in almost every direction. These changes began during a time when the central administration of the University was strengthened and extended by a series of small reforms which were to be fundamental to future changes. The managing function and financial situation of Cambridge got promoted University departments and research institutes were established as new areas of study developed, and with them new teaching courses were offered. Such developments as these showed an increasing awareness of the wider responsibilities of the University, denoting the breakthrough from classical education.
Studying the changing course of Cambridge University from classical education to scientific education and thus learning from the meaningful historical Experiences, may enrich the study on Cambridge University. We could draw useful lessons from the study on British higher education history and thus contribute to the building of China's first- class universities in the world.
在追述18世纪剑桥大学古典教育的基础上,依据不同历史时期呈现出的突出特点,剑桥大学由古典教育堡垒向科学教育中心转变的过程大致可划分为三个阶段。第一阶段从1802年《爱丁堡评论》创刊并发表抨击传统大学的文章至1850年皇家委员会成立,是剑桥大学自我进行科学教育探索的阶段。在这一时期,围绕剑桥大学等传统大学的培养目标、教学内容、教学方法等论题展开了激烈的论争,各种发难、辩护的文章时常见诸报端。剑桥大学在教学内容、考试制度等方面对古典教育进行了一定的改造,设立了自然科学、道德科学荣誉学位考试制度。第二阶段从1850年皇家委员会成立至1877年法案的颁布,是剑桥大学科学教育得到显著加强的时期。在这个阶段,英国政府采取调查、立法等多种形式,直接介入剑桥大学等传统大学的改革,围绕剑桥大学的法律框架逐步建立。同时,卡文迪什实验室的建立,开启了实验物理学教学与研究的新时代。第三阶段从1877年法案的颁布至19世纪末,是剑桥大学科学教育出现繁荣并从此步入科学时代的时期。在这个阶段,剑桥大学的大学管理职能和财力不断增强,大学教师队伍得到充实与完善,科学领域教学体制正式确立,科学研究的领域不断开拓并取得了许多重要的科研成果。所有这些,都标志着剑桥大学的科学教育突破了古典教育的束缚,走上了快速、健康发展的轨道。
研究19世纪剑桥大学由古典教育堡垒向科学教育中心转变的过程,从中总结有益的历史经验,可以丰富剑桥大学的校史研究,深化对英国高等教育史的研究,为我国创建世界一流大学提供有益的借鉴。
With the earliest record of the university in 1209, Cambridge had experienced a history of 600 years at the end of eighteenth century. At that time, the classical education took the domination. Cambridge expected students who were from the royal family to take the careers in the Church or in the Civil Service. Classics still took the leading part in studies in Cambridge. Colleges had the overhigh-selfgovernment right. The university was closed to non-Anglicans and women students. After the entering to nineteenth century, under the influence of social political movements, economy and technology, there was a continued call for change and reform in the University from classical education to scientific education. At the latter nineteenth century the basic changes happened in the aspects of educational aim, management system, teaching system, faculty and scientific research in Cambridge. The change from classical education to scientific education had nearly finished and Cambridge stepped into a new scientific era.
The course of change from classical education to scientific education can be divided into three periods. The first period began with the first publication of Edinburgh Review in 1802, which published critical articles on ancient universities and ended with the appointment of Royal Commission of 1850. The issues of educational aim, teaching content and methods of ancient universities were sharply discussed. The discussions can always be found in newspapers. The introduction and examination of new studies advanced very rapidly after the Royal Commission of 1850 had reported. The natural sciences and moral sciences (now philosophical) Triposes were approved as early as 1851.
Second period began with the appointment of Royal Commission of 1850 and ended with the Cambridge University Act of 1877. During this period the scientific education got greatly strengthened. Britain government took the measuers such as investigation and legislation to govern the reform in ancient universities. At the same time, William Cavendish, seventh Duke of Devonshire, endows the University's new Cavendish Laboratory for the study of experimental physics, which indicates the new era of teaching and research on Experimental physics.
The rest part of the nineteenth century was the third period.This period had seen an accelerated rate of development in almost every direction. These changes began during a time when the central administration of the University was strengthened and extended by a series of small reforms which were to be fundamental to future changes. The managing function and financial situation of Cambridge got promoted University departments and research institutes were established as new areas of study developed, and with them new teaching courses were offered. Such developments as these showed an increasing awareness of the wider responsibilities of the University, denoting the breakthrough from classical education.
Studying the changing course of Cambridge University from classical education to scientific education and thus learning from the meaningful historical Experiences, may enrich the study on Cambridge University. We could draw useful lessons from the study on British higher education history and thus contribute to the building of China's first- class universities in the world.
引文
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① Michael Sanderson, The University in the Nineteenth Century, London:Routledge & Kegan Paul Ltd,1975, PP.36-37.
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③ D. A. Winstanley, Early Victorian Cambridge, Cambridge:Cambridge University Press,1940, P.185.
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①包括希伯来语和阿拉伯语等。
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③D. A. Winstanley, Later Victorian Cambridge, Cambridge:Cambridge University Press,1947, P.207.
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② Dong-Won Kim, Leadership and Creativity:A History of the Cavendish Laboratory,1871-1919, Dordrecht: Kluwer Academic Publishers,2002, P.3.
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②阎康年著：《卡文迪什实验室---现代科学革命的圣地》,河北大学出版社1999年版,第33页。
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② Dong-Won Kim, Leadership and Creativity:A History of the Cavendish Laboratory,1871-1919, Dordrecht: Kluwer Academic Publishers,2002, P.6.
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46、阎照祥著：《英国贵族史》,人民出版社2000年版。
47、阎照祥著：《英国近代贵族体制研究》,人民出版社2006年版。
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3、单中惠：《试析十九世纪英国科学教育与古典教育的论战》,《清华大学教育研究》2002年第2期。
4、王书文：《剑桥大学诺贝尔奖获奖情况研究》,《临沂师范学院学报》2006年第4期。
5、张建政硕士学位论文：《牛津、剑桥大学学院制研究：1249年——1636年》,河北大学2005年。
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③ Peter Searby, A History of the University of Cambridge, Volume Ⅲ, Cambridge:Cambridge University Press, 1997, P.121.
① Jonathan Smith, Christopher Stray, Teaching and Learning in Nineteenth-Century Cambridge, Woodbridge: the Boydell Press,2001, P.7.
② Peter Searby, A History of the University of Cambridge, Volume Ⅲ, Cambridge:Cambridge University Press, 1997, P.129.
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② Peter Searby, A History of the University of Cambridge, Volume Ⅲ, Cambridge:Cambridge University Press, 1997, P.130.
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② Peter Searby, A History of the University of Cambridge, Volume Ⅲ, Cambridge:Cambridge University Press, 1997,P.220.
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② Michael Sanderson,The University in the Nineteenth Century, London:Routledge & Kegan Paul Ltd,1975, P.68.
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①包括希伯来语和阿拉伯语等。
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2、[英]奥尔德里奇著,诸惠芳、李洪绪、尹斌苗译：《简明英国教育史》,人民教育出版社1987年版。
3、[英]贝尔纳著,陈体芳译：《科学的社会功能》,商务印书馆1985年版。
4、[美]伯顿·克拉克著,王承绪译：《探究的场所——现代大学的科研和研究生教育》,浙江教育出版社2001年版。
5、[英]勃里格斯著,陈叔平译：《英国社会史》,中国人民大学出版社1991年版。
6、[英]博克尔著,胡肇椿译：《英国文化史》,商务印书馆1936年版。
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11、[德]彼得·扎格尔著,朱刘华译：《剑桥历史和文化》,中信出版社2005年版。
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13、贺国庆、王保星、朱文富等著：《外国高等教育史》,人民教育出版社2003年版。
14、贺国庆著：《德国和美国大学发达史》,人民教育出版社1998年版。
15、贺国庆著：《近代欧洲对美国教育的影响》,河北大学出版社2000年版。
16、[英]A.N.怀海特著,何钦译：《科学与近代世界》,商务印书馆1997年版。
17、[英]赫·斯宾塞著,胡毅、王承绪译：《斯宾塞教育论著选》,人民教育出版社2005年版。
18、[英]托·亨·赫胥黎著,单中惠、平波译：《科学与教育》,人民教育出版社2005年版。
19、黄福涛著：《欧洲高等教育近代化——法、英、德近代高等教育制度的形成》,厦门大学出版社1998年版。
20、姜德福著：《社会变迁中的贵族——16-18世纪英国贵族研究》,商务印书馆2004年版。
21、[美]克伯雷选编,任宝祥、任钟印译：《外国教育史料》,华中师范大学出版社1991年版。
22、[英]克拉潘著,姚曾广译：《现代英国经济史》,商务印书馆1997年版。
23、蒋孟引著：《英国史》,中国社会科学出版社1988年版。
24、李其荣编著：《维多利亚传》,长江文艺出版社1997年版。
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26、梁丽娟编著：《剑桥大学》,湖南教育出版社1990年版。
27、刘永主编：《牛津人的辉煌》,延边大学出版社2001年版。
28、刘永主编：《剑桥人的智慧》,延边大学出版社2001年版。
29、刘宝存著：《大学理念的传统与变革》,教育科学出版社2004年版。
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32、裘克安编著：《牛津大学》,湖南教育出版社1986年版。
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35、漆侠著：《历史研究法》,河北大学出版社2003年版。
36、[英]索利著,段德智译：《英国哲学史》,山东人民出版社1996年版。
37、徐辉、郑继伟编著：《英国教育史》,吉林人民出版社1993年版。
38、夏之莲主编：《外国教育发展史料选粹》,北京师范大学出版社1999年版。
39、许洁明著：《十七世纪的英国社会》,中国社会科学出版社2004年版。
40、[美]亚伯拉罕·弗莱克斯纳著,徐辉、陈晓菲译：《现代大学论——美英德大学研究》,浙江教育出版社2001年版。
41、[英]亚·沃尔夫著,周昌忠等译：《十八世纪科学、技术和哲学史》,商务印书馆1997年版。
42、[英]亚·沃尔夫著,周昌忠等译：《十六、十七世纪科学、技术和哲学史》,商务印书馆1997年版。
43、阎康年著：《卢瑟福与现代科学的发展》,科学技术文献出版社1987年版。
44、阎康年著：《卡文迪什实验室---现代科学革命的圣地》,河北大学出版社1999年版。
45、阎照祥著：《英国史》,人民出版社2003年版。
46、阎照祥著：《英国贵族史》,人民出版社2000年版。
47、阎照祥著：《英国近代贵族体制研究》,人民出版社2006年版。
48、阎照祥著：《英国政治制度史》,人民出版社1999年版。
49、殷企平著：《英国高等科技教育》,杭州大学出版社1995年版。
50、[英]约翰·亨利·纽曼著,高师宁等译：《大学的理念》,贵州教育出版社2003年版。
51、张泰金著：《英国的高等教育历史·现状》,上海外语教育出版社1995年版。
1、李东成：《导师制：牛津、剑桥培育人才的有效模式》,《中国高等教育》2001年第8期。
2、李立国博士学位论文：《工业化时期英国教育变迁的历史研究：以教育与工业化的关系为视角》,北京师范大学2001年。
3、单中惠：《试析十九世纪英国科学教育与古典教育的论战》,《清华大学教育研究》2002年第2期。
4、王书文：《剑桥大学诺贝尔奖获奖情况研究》,《临沂师范学院学报》2006年第4期。
5、张建政硕士学位论文：《牛津、剑桥大学学院制研究：1249年——1636年》,河北大学2005年。
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