什麼是「臺大精神」？

On the“Spirit of Taiwan University”: Some Historical Reflections

本文採歷史之觀點，從1945年臺灣光復後臺大之發展歷程，分析「臺大精神」之發展。所謂「臺大精神」可視為由一組互有關聯的概念包括大學觀、教育觀、經濟觀、政治觀、世界觀等所組成的「概念叢」。「大精神」是在具體歷史脈絡與情境中，臺大與政治力與經濟力的對抗與互動之中所形成，其內涵在於對大學教育主體性之追求，主要體現在三個方面：（1）對抗政治力之不當干預；（2）維護教育場域之自主性；（3）強調教育之內在價值。本文指出：「臺大精神」建立在「學術獨立」與「學術自由」的堅持之上，但是「臺大精神」也受到來自大學外部以及內部的挑戰，維護不易。
21世紀大學教育的內容快速邁向「數量化」、「標準化」、「商品化」、「市場化」，國內外大學日益重視有形的、直接的、現在的價值，而輕視不可見的、間接的、未來的價值。本文所謂「臺大精神」雖然只是一種看不見的校園氛圍、一種不能以量化工具加以測度的大學教育價值觀，或是一種很容易被政治力與經濟力扭曲的脆弱的師生共識，但是卻彌足珍貴，亟待細心守護。在「學術資本主義」席捲全球的21世紀裡，70幾年來臺大師生所形塑的「臺大精神」如果能夠繼續弘揚，也許就可以擎起華人地區高等教育的火炬。

The article reviews the development of National Taiwan University since 1945 and analyzes the so-call“Spirit of Taiwan University”which includes the idea of a university, educational philosophy, economic view, social and political thought, and worldview. All of these ideas constitute a complex cluster of ideas in the evolving of that Spirit. I indicate that the“Spirit of Taiwan University”evolves in the university’s constant interaction with political and economic power since 1945. It manifests in three aspects, namely, (a) resistance against political interference, (b) striving for autonomy of education, and (c) stressing the intrinsic value of education. I also argue that the“Spirit of Taiwan University”is only made possible on the fundamental basis of upholding“academic independence”and“academic freedom”which had been aspired by intellectuals and scholars in the 20th century greater China. This“Spirit”has been acquired painfully throughout the history of postwar Taiwan. However, this“Spirit”has confronted constantly with challenges from within and outside the NTU campus.
Higher education in the 21st century has been moving toward the quantification, standardization, commercialization and marketization of knowledge. Many universities and colleges have been devoting tremendous attention to the concrete, direct and present values at the expense of the invisible, indirect and future values. The“Spirit of Taiwan University,”as an invisible ambience in the campus and a fragile consensus of value among students and faculty, carries contemporary relevance to higher education in Greater China as a whole.