斯普朗格在中國——一個書目文獻分析的回顧

Eduard Spranger in China: A Bibliographical Analysis

斯普朗格（Eduard Spranger 1882-1963）是德國近代一位重要的教育家、教育思想家和哲學家。影響深遠的德國精神科學教育學（Geisteswissenschaftliche Pädagogik）──亦稱文化教育學（Kulturpädagogik），即是以他為最主要的代表。雖然影響中國近代教育的教育思想是杜威的實用主義教育學，而不是德國的教育思想，因此在中國教育學界中，斯普朗格也就不是熱門的討論議題。不過也許由於其思想內在的深度和在教育理想上的深刻，斯普朗格的思想學說在二十世紀三十至四十年代的中國，還是有相當多的譯介文字發表，其中王文俊、蔣徑三、王錦第在譯介斯普朗格的思想上尤其作了很多的貢獻。本文即是嘗試在中國容受西方思想這一研究切點上，藉由書目文獻的內涵分析，發掘並檢討當時容受過程的認知視野和深度，期以為近代中國的學術發展的精神方向及抉擇，釐出一些得失的癥結來。

Eduard Spranger(1882-1963) is one of the most important contemporary German educators and philosophers. He also is the main representative of Geisteswissenschaftliche Pädagogik, or so-called Kulturpädagogik. Actually, the most influential theory of education in modern China is theat of John Dewey, but not that of the Germans. Therefore the thought of Spranger is relatively neglected in China. Although he had not practiced much influence in modern Chinese education and philosophy, but many of his works was translated into Chinese and there are also some articles contributed to his thoughts. Within these translators and commentators I will focally discuss the contributions of Wang Wenjun, Jiang Jinsan and Wang Jingd. This paper originally is a result of my research project in so-called reception history of western philosophy in China. Under such a research program I had analysed the rich writing materials by Spranger and the other authers. About examining what the Chinese had done in this reception history, I put my sight especially on discussing the problem what the scope and depth the Chinese had in knowledge acquiring and the reasons for success or failure that the Chinese got in this reception history.