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佛光大學
Fo Guang University
教學計畫表 Syllabus

課程中文名稱

Course Name in Chinese

中國近代思想史

課號

Course Code

HI43300

課程英文名稱

Course Name in English

Intellectual History of Modern China

學年/學期

Academic Yeas/Semester

115 /1

開課單位/學門別

Department/Academic Discipline

歷史學系學士班

學制別

Degree

學士班

學分數

Credits

每週授課時數

Weekly Hours of Instruction

修別

Type

選修 Elective

課/學程別

Program

系核心Core

課程分流

學術型

課程內容

Curriculum attribute

■自學力

■一般課程

■SDG 4 優質教育：確保有教無類、公平以及高品質的教育，及提倡終身學習

AI暨智慧永續發展

AI暨智慧課程:否永續發展課程: 智慧永續入門課程

16+2課程

是

教學方法

Instructional Strategies

■講授

■分組討論

■數位融入課程(包含遠距教學、數位學習平台、zuvio、ppt、數位講桌的設備與功能、其他數位教學輔助軟體等)

授課教師

Instructor

溫楨文

聯絡方式

wenzw@mail.fgu.edu.tw

03-9871000 #

上課時間/地點

Time of Class/Location of Class

五.5,6,7(313)

先修課程

Prerequisites

課程描述（若為實務型課程需含搭配產業界或非營利組織需求之說明）

Course Description

本課程為一導論性質的課，主要是聚焦於明清以降至二十世紀中國社會的思想文化變遷。在課程規劃上，沿著時序展開，帶著同學透過閱讀重要的二手研究著作，逐步理解這段思想文化演變的歷史過程。基本上，課程內容是交織了幾個主題：傳統思想世界及意義；與西方世界的交流互動；轉型、改革與革命；政治文化下的思想世界；傳統與現代性的辯論。而這些議題，都反映了時代、政治與社會環境與思想的互動關係。透過幾種不同傾向的思潮、幾位代表性知識分子的思想及行動為例，我希望能和學生一起，在課程中深入探討近代以來的思想文化變遷。同學亦可從中，尋得自己感興趣的課題。

課程目標（若為實務型課程請具體描述該課程所要培養之實務能力)

Course Objectives

序號	目標描述
1	培養學生掌握中國近代以降思想變遷的基本歷史脈絡
2	培養學生掌握中國近代史的基礎知識
3	培養學生掌握思想史學的基礎知識
4	培養學生具備歷史思考、觀察、分析的基本能力
5	培養學生具備從歷史思維反思當代社會議題的能力

授課進度表

Weekly Schedule

週次	內容	備註
1	課程介紹、學生作業要求、成績評定標準等說明 Course Introduction: Assignments, Requirements, and Grading Criteria ( Introduction to the course, student assignment requirements, grading criteria, and related course policies. )
2	什麼是思想史？ What Is Intellectual History?
3	中國近代思想文化史的研究概況與展望基本掌握學界關於中國近代思想文化史研究的概況，以及未來可發展的方向。並針對方法論的部分，做出一些初步反省與思考。 Current Research and Future Prospects in the Intellectual and Cultural History of Modern China ( This unit aims to provide students with a basic understanding of current scholarship on the intellectual and cultural history of modern China, as well as possible directions for future research. It also encourages preliminary reflection on methodological issues in this field. )
4	明清以降的經世思想禁書與文字獄：十七、八世紀的思想與心態世界探究清初至中葉，士人的思想世界與心態，禁書與文字獄會是兩個適合的窗口。讓我們得以探析，士人的思想與生活世界，如何因政治環境而改變。這樣的變化則是反映出，過往我們關於思想史研究上，可能沒有注意到的環節。 Statecraft Thought, Banned Books, and Literary Inquisitions since the Ming-Qing Transition: The Intellectual and Mental Worlds of the Seventeenth and Eighteenth Centuries ( To explore the intellectual world and mentality of scholars from the early to mid-Qing period, banned books and literary inquisitions serve as two useful points of entry. They allow us to examine how the intellectual and everyday worlds of scholars were transformed by the political environment. Such changes also reveal aspects of intellectual history that may have been overlooked in previous research. )
5	禁書與文字獄：十七、八世紀的思想與心態世界探究清初至中葉，士人的思想世界與心態，禁書與文字獄會是兩個適合的窗口。讓我們得以探析，士人的思想與生活世界，如何因政治環境而改變。這樣的變化則是反映出，過往我們關於思想史研究上，可能沒有注意到的環節。 Banned Books and Literary Inquisitions: The Intellectual and Mental Worlds of the Seventeenth and Eighteenth Centuries ( To explore the intellectual world and mentality of scholars from the early to mid-Qing period, banned books and literary inquisitions serve as two useful points of entry. They allow us to examine how the intellectual and everyday worlds of scholars were transformed by the political environment. Such changes also reveal aspects of intellectual history that may have been overlooked in previous research. )
6	開眼看世界：近代中國認識西方的序曲討論清代士人與西方世界的接觸、認識與其所造成的正反影響。運用郭嵩燾、王韜與仁這三為不同思想傾向的人物，研讀其人於中、西文化觸的環境下，心態與行動的各項展現。反映了從個人行為到整個傳統中國可能存在的問題。 Opening One’s Eyes to the World: The Prelude to Modern China’s Encounter with the West ( This unit discusses Qing scholars’ contact with and understanding of the Western world, as well as the positive and negative effects that resulted from such encounters. Through the cases of Guo Songtao, Wang Tao, and Yan Fu, three figures with different intellectual orientations, students will examine their mentalities and actions in the context of cultural encounters between China and the West. These cases also reflect problems that may have existed from the level of individual behavior to the broader structure of traditional China. )
7	晚清思想世界的變化特徵：轉型時代論「轉型時代」，是張灝先生對於晚清思想世界變化所做的概念性詮釋。其已逐漸成為近人研究近代思想文化史常所借鑑的依據。本週將利用張灝先生個人的論著，以及他位論者，如何從詮釋「轉型時代」的觀點為基礎，做出更多樣、細緻的研究。並思考這個詮釋框架的進一步發展的可能性。 Characteristics of Change in the Intellectual World of the Late Qing: The Theory of the Transitional Age ( The concept of the “transitional age” is a conceptual interpretation proposed by Professor Chang Hao to explain changes in the intellectual world of the late Qing. It has gradually become an important reference point for scholars studying modern Chinese intellectual and cultural history. This week, students will read Chang Hao’s own works as well as studies by other scholars, examining how they have developed more diverse and nuanced research based on the interpretive framework of the “transitional age.” Students will also consider the possibility of further developing this framework. )
8	西潮自東方來：近代中國的「日本因素」隨清中國對外接觸日漸頻繁，象徵「現代」的西學亦隨之傳入中國。此課題包含西方新學知識、科技器物之輸入，與晚清社會如何具體「迎接」，或因應之措施。本週將在「西學東漸」的視野下，特別與同學閱讀、討論「日本」這條轉介渠道所發揮的影響與意義。 The Western Tide Came from the East: The “Japanese Factor” in Modern China ( As Qing China’s contact with the outside world became increasingly frequent, Western learning, which symbolized “modernity,” was also introduced into China. This topic includes the importation of new Western knowledge, science, technology, and material objects, as well as how late Qing society concretely “welcomed” or responded to them. From the perspective of the “eastward transmission of Western learning,” this week will focus especially on reading and discussing the influence and significance of Japan as an intermediary channel. )	上課或考試將擇一舉行。( Either a class session or an examination will be held.)
9	期中考試 Midterm Examination
10	語言、概念和翻譯延續上週討論「西學東漸」的主題，本週將進一步深入探究「漸」的過程。也就是思想、概念如何通過不同語言轉譯過程，從而逐漸內化為中國己身所用的資源。詞彙和概念甚或是不成體系的思想，如何通過翻譯從異地傳至中國；過程中，會發生怎樣可能的誤會、互釋與重組。這是本週要探究的重點。 Language, Concepts, and Translation ( Continuing from last week’s discussion of the “eastward transmission of Western learning,” this unit further explores the process of “transmission.” It examines how ideas and concepts were gradually internalized as resources for China’s own use through processes of translation across different languages. The focus of this week is to explore how vocabulary, concepts, and even unsystematic forms of thought were transmitted to China through translation, and what kinds of misunderstanding, mutual interpretation, and reorganization may have occurred in the process. )
11	保守？改革？革命：知識分子的思想傾向、選擇與實踐晚清知識分子的思想與行動，被不斷地研究並貼上「標籤」，本週欲以幾個著名知識分子為例，釐清知識分子的思想、行動之內涵與意圖;並與同學一起討論這種以人物思想為中心的研究，如何可以觀察晚清思想界的複雜光譜。 Conservatism, Reform, or Revolution: Intellectual Orientations, Choices, and Practices among Intellectuals ( The ideas and actions of late Qing intellectuals have been repeatedly studied and labeled in various ways. This week takes several well-known intellectuals as examples in order to clarify the content and intentions of their thought and action. Students will also discuss how research centered on individual intellectual figures can help us observe the complex spectrum of the late Qing intellectual world. )
12	啟蒙還是文藝復興？五四新文化運動和中國的「現代性」透過現階段對五四、新文化運動的研究成果，釐清這場思想文化運動的內涵，更重要的是，希望能與學生討論，我們今日如何重新反省和評估自「五四」以降逐漸形成的評價與史觀。 Enlightenment or Renaissance? The May Fourth New Culture Movement and Chinese “Modernity” ( Drawing on current scholarship on the May Fourth and New Culture movements, this unit clarifies the nature and significance of this intellectual and cultural movement. More importantly, it invites students to discuss how we may reassess the evaluations and historical perspectives that have gradually taken shape since the May Fourth period. )
13	「論戰」的時代：科玄論戰、東西文化論戰本週議題是「五四」、「新文化」的延續，大方向來論，是環繞著「啟蒙與反啟蒙」這兩種思潮的辯難。我主要用科玄論戰、東西文化優劣的論爭為題材，與同學一同討論，這些辯論交織出哪些民國思想文化界的重要議題。而這些議題，又如何反映當時的思想光譜。 An Age of “Debates”: The Debate on Science and Metaphysics and the Debate on Eastern and Western Cultures ( This week’s topic continues the discussion of the May Fourth and New Culture movements. Broadly speaking, it centers on the contestation between “Enlightenment” and “anti-Enlightenment” currents of thought. Using the Debate on Science and Metaphysics and the debates over the relative merits of Eastern and Western cultures as key examples, students will discuss the important issues that these debates brought together in the intellectual and cultural world of Republican China, as well as how these issues reflected the intellectual spectrum of the time. )
14	近代思想史光譜的兩種典型：胡適與魯迅本週以胡適與魯迅為主角。在閱讀和討論的過程中，希望能讓同學明白，這兩人為何足以成為中國現代思想史上，可互做對比的知識人物。於此，我更希望學生能認識，胡、魯於當時思想光譜上的代表性，不僅是其思想言論所致，更與其時政治文化環境交織在一起。 Two Typical Figures in the Spectrum of Modern Intellectual History: Hu Shi and Lu Xun ( This week focuses on Hu Shi and Lu Xun. Through reading and discussion, students will come to understand why these two figures can serve as contrasting intellectual figures in modern Chinese intellectual history. More importantly, students will recognize that the representativeness of Hu Shi and Lu Xun within the intellectual spectrum of their time was not only shaped by their ideas and writings, but also deeply intertwined with the political and cultural environment of the period. )
15	「主義」時代的來臨民國以後，「主義」成為時人朗朗上口的「關鍵詞」，代表一種新的思想、行為樣態出現，涵蓋思想、政治等層面，並頗具支配力。「主義」出現的原因、影響為何？作為現代中國思想運作方式中頗具代表性的例子，值得我們進一步理解與重新評估「主義」所造成的問題。 The Coming of the Age of “Isms” ( After the founding of the Republic, “isms” became a widely used keyword among contemporaries, representing the emergence of new forms of thought and action. These “isms” encompassed intellectual and political dimensions and exercised considerable influence. Why did “isms” emerge, and what effects did they produce? As a representative example of the operation of thought in modern China, the rise of “isms” deserves further understanding and reassessment. )
16	中國馬克思主義的形成馬克思主義的形成，自是近代思想史論中的重要議題。本週將聚焦在陳獨秀、毛澤東的身上，通過考察兩人的思想內涵，與同學一同討論各別知識分子為何會選擇走向馬克思主義;以及，為什麼這類思想路線會於中國社會獲得如此廣大的支持。 The Formation of Chinese Marxism ( The formation of Marxism in China is an important issue in modern intellectual history. This week focuses on Chen Duxiu and Mao Zedong. By examining the content of their thought, students will discuss why individual intellectuals chose to move toward Marxism and why this intellectual path gained such broad support in Chinese society. )	上課或考試將擇一舉行。( Either a class session or an examination will be held.)
17	多元學習週（配合參與系上移地課程活動） Multidisciplinary Learning Week ( in conjunction with participation in the department’s off-campus course activities )
18	多元學習週（配合參與系上移地課程活動） Multidisciplinary Learning Week ( in conjunction with participation in the department’s off-campus course activities )

學期成績計算及多元評量方式

Grading Policy

項次	配分項目/catagory	配分比例/Percentage	會考測驗/general_test	實務操作/accounting_practice	專題發表/case_presentation	其他/other
1	平時成績/Asssignments	10%				出席
2	期中考成績/Midterm Exam	50%	50
3	期末考成績/Final Exam	40%	40
4	其他/other	0%	0	0	0	0

主要參考書目

References

王德威，《被壓抑的現代性：晚清小說新論》，臺北：麥田文化，2003。
史華慈(Benjamin I. Schwartz)著、葉風美譯，《尋求富強：嚴復與西方》。南京：江蘇人民出版社，1996。
包遵信，〈從啟蒙到新啟蒙——對「五四」的反思〉，收入周陽山主編，《從五四到新五四》，臺北：時報出版，1989，頁161-183。
李明輝，《當代儒學之自我轉化》。臺北：中國文哲研究所籌備處，1994。
林毓生，《中國傳統的創造性轉化(增訂本)》。北京：生活·讀書·新知三聯書店，2011。
林滿紅著；林滿紅、詹慶華譯，《銀線：十九世紀的世界與中國》。臺北：臺大出版中心，2016。
唐寶林，《陳獨秀全傳》。香港：香港中文大學，2011。
張灝，《烈士精神與批判意識：譚嗣同思想的分析》。臺北：聯經出版社出版社，1988。
葛兆光，《思想史研究課堂講錄：視野、角度與方法》。北京：三聯書店，2005。
鄭匡民，《梁啟超：啟蒙思想的東學背景》。上海：上海書店出版社，2009。
Chow, Kai-Wing ed. Beyond the May Fourth Paradigm: In Search of Chinese Modernity. Lanham: Lexington Books/Rowman & Littlefied, c2008.
Dunstan, Helen. State or Merchant? Political Economy and Political Process in 1740s China. Cambridge, Mass.: Harvard University Asia Center, 2006.
Hon, Tze-ki. Revolution as Restoration: Guocui xuebao and China's Path to Modernity, 1905-1911. Leiden: Brill, 2013.
Rowe, William T. Saving the World: Chen Hongmou and Elite Consciousness in Eighteenth Century China. Stanford, Calif.: Stanford University Press, c2001.
Wong, Young-tsu. Beyond Confucian China: the rival discourses of Kang Youwei andZhang Binglin. New York: Routledge, 2010.

指定閱讀

Required Readings

每週上課前指定、派發檔案。

教師座談/晤談地點與時間

Course Management SystemInstructor' Office and Office hours

上課時間在授課教室完成所有關於課業的晤談！

學生請假規則

1. 學生請假悉依本校「學則」及「學生請假辦法」規定辦理。
2. 依本校「學則」第33條，曠課一小時，以缺課二小時論。學生某一科目之缺課總時數達該科全學期授課時數三分之一，經該科教師扣考後，即不准參加該科目之學期各項學習成績考試或評量。

課程平台

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