【作者】 龚正华；

【导师】 周鸿；

【作者基本信息】 西南大学 ， 高等教育学， 2012， 博士

【摘要】 当前中国大学知识生产的集体性文化“失语”,充分暴露了中国大学知识生产的文化自信不足,这种“不足”是中国大学在知识生产中的话语权和原创力衰落的表现。因此,中国大学知识生产的文化自信生成,就成为一个必须正视的问题。大学知识生产的文化自信生成,与三个要素紧密相关：首先是文化能力,包括文化原创力、文化包容力和文化影响力。文化能力是大学知识生产的文化自信生成的发动机,没有文化能力,就没有大学知识生产的文化自信。其次是文化态度,包括文化价值信念和文化情感信任。文化态度是大学知识生产的文化自信生成的方向舵,文化态度发生偏离(文化价值信念和文化情感信任两者或任何一方面缺失),就可能陷入文化虚无主义。第三,是文化经验,包括文化主体过去的文化成功经验和失败经验。文化经验是大学知识生产的文化自信生成的润滑剂,成功经验过少或失败经验过多,对文化自信的生成都会产生不利的影响。当前,中国大学知识生产的文化自信生成,存在三个方面的问题：文化能力势弱、文化态度变异和文化经验失衡。文化能力势弱经历了古代的独尊一方、近代的整体式微到当代的原创“失语”三个发展阶段。文化态度变异,经历了“经学”时代的“经”“道”尊崇、“旧学”时代的“中”“西”易位和“玄学”及其后时代的文化“鸡肋心态”演变。文化经验失衡,经历了古代的文化辐辏之地、近代的文化交锋失败到当代的单面学习追赶三个阶段。文化能力,是建立大学知识生产的文化自信之基础。文化能力势弱,是中国大学知识生产的文化自信缺失的主要原因。因此,生成文化能力,是中国大学重建知识生产的文化自信之前提。中国大学知识生产中的文化能力的生成,需要实现大学知识生产方式的当代转型,需要创新传统文化的普适性价值,需要提升大学知识生产的文化影响力。文化态度,是建立大学知识生产的文化自信之关键。在中国大学的知识生产中,对待传统文化的态度由坚定的信任到怀疑、否定、走向文化虚无主义及当代文化“鸡肋心态”的变化,是中国大学知识生产的文化自信缺失的重要原因。因此,培育积极的文化态度,是中国大学重建知识生产的文化自信之必由之路。中国大学知识生产的文化态度培育,需要重视知识生产的文化自觉、培育文化价值信念,需要重视知识生产的文化情感认同、培育文化情感信任,需要重视知识生产的文化安全、防止文化虚无主义。中国大学的发展,有两类经验值得参考：一是异域的大学发展经验,特别是19世纪以德国大学为代表的欧洲大学发展的经验、和20世纪以美国大学为代表的西方发达国家的大学发展经验；二是中国大学自身发展的经验,包括自清末以来对西方知识体系的引进开始,到新中国建立之初的“院系调整”、和90年代以来所大规模进行的“高校合并”。在这个过程中,有些经验值得我们借鉴和积累,有些经验需要我们引以为戒。更多还原

【Abstract】 The collective cultural "silences" of Chinese universities on the knowledge production fully exposed the Chinese universities’cultural diffidence on the knowledge production, which indicates the declining of the discourse power and original creativity of Chinese universities on the knowledge production. Therefore, the generation of cultural self-confidence on the knowledge production in Chinese universities becomes an issue that needs to be addressed seriously.Three elements are closely related to the generation of cultural self-confidence on the knowledge production in Chinese universities, among which the cultural competence comes to the first, which consists of cultural original creativity, cultural inclusiveness and cultural influences. The cultural competence is the engine of the generation of cultural self-confidence on the knowledge production in Chinese universities. Without the cultural competence, there will be no cultural self-confidence on the knowledge production in Chinese universities. The second element is the cultural altitude, which consists of cultural values and cultural emotional trusts. The cultural attitude is the rudder of the Chinese universities to generate cultural self-confidence on the knowledge production, once the cultural attitude deviates, which means the lacking of both or one of the cultural values and cultural emotional trusts, it will be highly possible to fall into the cultural nihilism. As the third element, the cultural experience consists of the cultural subject’s past experiences of cultural successes and failures. The cultural experience is the lubricant of the generation of cultural self-confidence on the knowledge production in Chinese universities. Too little experiences of success or too many experiences of failure will affect the generation of cultural self-confidence adverselyCurrently, there are three problems in the generation of cultural self-confidence on the knowledge production in Chinese universities, the cultural competences are weakening, the cultural attitudes are differentiated and the cultural experiences are unbalanced. The weakening cultural competences have gone through the three development stages, from the supremacy in ancient time to the overall decline in modern times, and to the original "silences" in the contemporary era. The differentiation of the cultural attitudes have evolved from the respects of the classics and Tao during the time of studying the Confucian classics to the translocation of China and the West during the time of old Chinese learning, and to the metaphysics and the cultural mental attitude of "chicken ribs" during the subsequent times. The unbalanced cultural experiences have also been through three stages, from the influxes of cultures in ancient time to the failures in the cultural conflicts in modern times, and to the single-sided learning and catching-up in the contemporary era.The cultural competence is the foundation of the generation of cultural self-confidence on the knowledge production in Chinese universities. The weakening cultural competence is the main cause of the Chinese universities’cultural diffidence on the knowledge production. Thereby, to generate the cultural competence is the prerequisite for Chinese universities to reconstruct their cultural self-confidence on knowledge production. The generation of cultural self-confidence on the knowledge production in Chinese universities needs the realization of the modern transition of the knowledge production modes, the innovation of the universal values of the traditional cultures, and the promotion of the cultural influences of the knowledge production of universities.The cultural attitude is the key of the generation of cultural self-confidence on the knowledge production in Chinese universities. In the knowledge production of Chinese universities, the main causes of the Chinese universities’cultural diffidence on the knowledge production are changes of the attitude towards the traditional cultures, from firm faith to doubt and denial, heading to the cultural nihilism, and the cultural mental attitude of "chicken ribs" contemporarily. Therefore, to cultivate the positive cultural attitude is the only way for Chinese universities to reconstruct their cultural self-confidence on knowledge production. The cultivation of the cultural attitude to the knowledge production in Chinese universities needs the emphases on the cultural consciousness of the knowledge production, the cultivation of the cultural values and beliefs, needs the emphases on the cultural emotional identification, the cultivation of the cultural emotional trusts, needs the emphases on the cultural safety of knowledge production, the prevention of the cultural nihilism.There are two kinds of experiences which are useful for Chinese universities’development. One is the developmental experiences of the foreign universities, especially the European universities in the19th century, represented by the universities in German; as well as the universities in the Western developed countries in20th century, represented by the universities in the U.S.A.. The other kind of experience is the Chinese universities’own developmental experiences, the process which spans from the introduction of the Western knowledge system into China started at the end of Qing Dynasty, to the restructuring of universities and colleges at the foundation of New China, and the massive university amalgamations since the1990s. In this process, some experiences are worthwhile for us to draw upon and accumulate, some to take warning from.更多还原