英文摘要 |
The deterioration of our present-day students' language ability, background knowledge, or even their overall aptitude for learning the Chinese classics, involves some more complicated and troublesome issues than that of mere school curriculum. It is symptomatic of a deepening cultural crisis, especially that of cultural fragmentation. A simple effort to strengthen the 'Chinese classics curriculum' will not do, because the said cultural fragmentation has its very origins and takes its major form in the conflict between the 'traditionalist-classicist' and the 'anti-traditionalist-modernist' of cultural-ideological advocacy. The struggle has been going on during the last one hundred years or so and more recently has been complicated by the transplanted 'postmodemist' drives for cultural and ideological multiplicity and pluralism. The article reviews the roots of the crisis of modem Chinese education in its treatment of the 'Classics' and China's traditional culture, the positivist-modernist attack on traditional Chinese culture, and the survival and revivalism of Chinese cultural tradition. It then analyzes the dilemma of the Positivist, the Neo-Confucian, the Huntingtonian and the postmodemist paradigms in handling the issues regarding the disparity and continuum between ancient Classics and contemporary culture. The author suggests that, as an intermediary measure, a historicist approach may help extricate the 'Chinese Classics' from the said adversarial bend, preserve its significance as the ancient canonical corpus writ, and explore its relevance to the modern and postmodem world. The author laments the misrepresentation of 'historicism' by Fu Ssu-nien, perhaps the singly most influential historian of 20th century China, and calls for a correct approach to 'historicism' as a prerequisite to properly approaching the issues of the meaning and value of the classical legacy and the cultural tradition in modern China. |