Bulletin of Educational Research June, 2018, Vol. 64 No. 2 pp Freedom of Personality through Education: The Role of Education Scholar Shih-Ying

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1917-1949 1 2018 6 1-42 以教育實現人格自由 : 教育學者瞿世英在近代中國教育史上的意義

1 以教育實現人格自由 : 教育學者瞿世英在近代中國教育史上的意義 ( ) 摘要 camino@ntnu.edu.tw

2 Bulletin of Educational Research June, 2018, Vol. 64 No. 2 pp Freedom of Personality through Education: The Role of Education Scholar Shih-Ying Qu in Modern Chinese Education History Wei-Chih Liou Abstract Shih-Ying Qu was the only Chinese to obtain a doctoral degree in education from Graduate School of Education of Harvard University in the first half of the 20th century. This avid participant in the May Fourth Movement did not advocate abandoning traditional Chinese culture; his education at Harvard University, which was relatively behind in the field of education, actually held the key to the ensuing development of education philosophy in China. Upon his return to China, Qu first engaged himself to the institutionalization of Chinese academic research on philosophy and then dived into rural mass education, became the longest acting member of the Chinese National Association of Mass Education Movements, and was heart and soul to plans in basic education that the United Nations implemented in various countries after the war. Shih- Ying Qu never lost what he acquired through his Harvard education: a weltanschauung of balance and harmony in the cosmic, in life, and in the world. Farmers in rural areas were enlightened to actualize their individual freedom of personality, which was the Wei-Chih Liou, Associate Professor, Department of Education, National Taiwan Normal University camino@ntnu.edu.tw Manuscript received: Aug. 15, 2017; Modified: Jan. 02, 2018; Accepted: Apr. 20, 2018.

3 realization of his ideals in life and education. This research assesses Shih-Ying Qu s place in history based on first-hand historical artifacts such as personal files obtained from Harvard University Archives, his publications, and existing research. The depicted image and its historical meaning can shade light on the learning and transfer of external knowledge, which could benefit future education scholars. Keywords: HGSE (Harvard Graduate School of Education), history of education, Shih-Ying Qu (Shih-Ying Chü)

4 壹前言 Harvard Graduate School of Education, HGSE 1926 United Nations Educational, Scientific and Cultural Organization, UNESCO 1 Teachers College, Columbia University TC HGSE

5 HGSE Powell, 1965, 1971, 貳赴美留學前的瞿世英 HGSE 162 good 4 2 Harvard University Archives (HUA). Student folders (graduate), (inclusive), Graduate School of Education. Box 109, Folder Chü Shih-ying HUA: Transcript Chü Shih-Ying, issued by Peking University. Apr

6 Chü, 1926, Vita B. A. W. Russell H. Driesch 1924 R. Tagore F. Nietzsche H. Bergson APA

7 a 1921b b idealism 1924a 1927c 1934a Hocking, 1929/ c b a 12 9 William James Kuklick, 2001, pp ,

8 a a 參 HGSE 創立與發展過程簡述 HGSE HGSE 1891 normal course Powell, 1965 Powell, HUA: Letter Chü to Holmes. Nov

9 Antieducationist forces Lagemann, 2000, p Paul Henry Hanus art of teaching Hanus 1899 Hanus Arthur O. Norton Faculty of Arts and Sciences Division of Education Hanus 1907 Henry Wyman Holmes Powell, 1965, 1971, Holmes Harvard Hanus Holmes HGSE 13 Holmes HGSE 1924 Holmes Hanus Powell, 1980, pp Holmes Holmes George H. Locke Norton Holmes holmes

10 Josiah Royce, socialization of education Powell, 1980, p HGSE Holmes Walter Fenno Dearborn 1912 Ernest Moore Alexander James Inglis George Ellsworth Johnson 1920 John M. Brewer Frederick George Nichols 1920 HGSE Powell, 1980, p. 129 Abbott Lawrence Lowell master of education, M.Ed. & doctor of education, Ed.D. A.M. Ph.D Ph.D. Holmes Ph.D. Lowell Ph.D. Powell, 1980, p. 137

11 HGSE Holmes Powell, 1980 Holmes Powell, 1980, pp Norton Wellesley College Robert Francis Seybolt University of Illinois John Adams University of London 1923 Holmes Adams HGSE Powell, 1980, p. 145 Ed.D Ed.D. Powell, TC Russell Clifford, 1986, p. 433

12 Irving Babbitt 1929 Lowell 1933 Clifford, 1986, pp HGSE Dearborn Locke Norton Moore TC University of Chicago 肆瞿世英在哈佛時期的學習一申請修讀 HGSE 教育學博士學位的過程 Holmes 16 HUA: Application for Admission to the GSE and to Candidacy for a Higher Degree, Sep

13 James H. Lewis James H. Lewis Holmes Board of Regents TC Lewis John Leighton Stuart 17 Charles W. Coulter 18 Charles W. Coulter Coulter Ohio State University Ohio Wesleyan University 19 Lucius C. Porter Holmes College of Arts and Sciences for Men exceptionally brilliant The Phi Tau Phi Scholastic Honor Society HUA: Letter Lewis to Holmes, Nov HUA: Letter Coulter to Holmes, Nov HUA: Letter Porter to Holmes, Jan Lucius C. Porter J. H. Ehlers T Phi, Tau, Phi Philosophia, Technologia, Physiologia

14 C. E. Johnson Holmes Johnson Johnson A5 Holmes Johnson Committee on Doctorate Holmes 23 A. O. Norton Holmes Norton C1 Holmes Norton 24 Walter Fenno Dearborn Holmes Brewer Dearborn Dearborn 25 John M. Brewer Brewer Holmes HUA: Letter Porter to Holmes, Jan HUA: Letter Holmes to Johnson, Dec Johnson 24 HUA: Letter Holmes to Norton, Dec ; Memorandum Norton s phone call, Feb HUA: Letter Holmes to Brewer, Apr HUA: Review Judgment from Brewer, Apr

15 Brewer Brewer Donald G. Tewksbury Tewksbury 二在 HGSE 的師承與師友關係 Holmes Holmes Social Policy and Education Harvard University, 1923 Holmes Holmes Holmes HUA: Letter Secretary of the Dean to Chü, Apr HUA: Letter Tewksbury to Holmes, Apr HUA: Letter Holmes to Chü, May HUA: Letter Chü to Holmes, Nov ; Letter Holmes to Chü, Dec

16 Holmes The best strictly philosophical treatment of education I have ever read. Holmes 31 Holmes Holmes 32 Holmes a pupil to a teacher and a follower to a leader Holmes Holmes HGSE 33 Holmes Holmes Holmes 34 HGSE Holmes William Ernest Hocking W. E. Hocking Wilhelm Dilthey Wilhelm Windelband Hocking, 1929/1930, 1929/ HUA: Evaluation to Chü s Thesis from Holmes, May HUA: Letter Holmes to Chü, Apr HUA: Letter Chü to Holmes, Jun HUA: Letter Holmes to Chü, Jun

17 Roscoe Pound Man and the State Hocking, 1929/1948 will to power Hocking, 1929/ Hocking, 1929/ American-Chinese Committee of the Mass Education Movement 5% 10% 1981 Alfred North Whitehead, Bogaard & Bell, 2017; Hocking, 1961; Irvine, 2015; Lowe, 1990

18 James Haughton Woods, Ralph Barton Perry, Henry Maurice Sheffer, Ralph Monroe Eaton, John Adams Adams Adams HGSE Harvard University, 1925 Adams W. H. Kilpatrick project method Adams 35 Adams Adams 35 HUA: Evaluation to Chü s Thesis from Adams to Holmes, Apr

19 exceptionally well informed Adams Adams Adams George Ellsworth Johnson Johnson Harvard University, 1923, 1924, 1925 Johnson 36 Norton Harvard University, 1923, 1924 Kant, 1900/1930 Robert Francis Seybolt University of Illinois Harvard University, 1925 Seybolt 1931/2011 Alfred Hoernlé Hoernlé Chü, Hoernlé Hoernlé HUA: Evaluation to Chü s Thesis from Johnson, May Lowell Norton Lowell Powell, 1980, p. 99

20 Hoernlé 1927c Hoernlé 1934b Holmes 三在 HGSE 學習表現 HGSE 課程代碼課程名稱授課教師成績等第 Edu A2 Holmes AB Edu A5 Johnson A Edu A6 Brewer A Edu C1 Norton AB 課程代碼課程名稱授課教師成績等第 Edu K1 Brewer A Edu D3 Cummings 39 A Edu C101 Seybolt A Edu A101 Holmes AB Holmes Johnson 38 Catalogue Harvard University, 1923, 1924, 1925 Harvard University Archives, n.d. 39 Leslie Olin Cummings Hanus

21 A Harvard University Archives, n.d.; Hocking, 1929/1948 AB A 四此時期著作與教育思想 ( 一 ) 康德教育論 (1926) 40 Kant, 1900/1926 ( 二 ) 西洋教育思想史 (1931) HGSE

22 ( 三 ) 博士論文中國古代思想家 (1926) synoptic view-point Hoernlé Chü, 1926, p. iv 43 Chü, 1926 personal idealism Chü, 1926, p Synoptic Hocking, 1929/1930 4

23 Chü, 1926, pp Chü, 1926, p. 201 H. Muensterberg Chü, 1926, p William James, Chü, 1926, pp b

24 Chü, 1926, p Chü, 1926, pp Chü, 1926, p. 219 Chü, 1926, p

25 伍返國後著述與實踐行動一哲學界的學術壯遊 1926 HGSE Holmes 1927 William Ernst Hocking Papers, , n.d

26 a 1927b 1934a Hoernlé Idealism as Philosophical Doctrine 1927c 1933a

27 二普通教育與鄉村教育的著述與行動 b 1935a 1936b UNESCO

28 UNESCO b 1932b b a a 1941b 1942

29 a a b 1936d c a

30 陸瞿世英做為近代中國知識分子的歷史意義一瞿世英選擇 HGSE 就讀之歷史意義 1920 Yuan, TC 7% 14 46% 9 30% HGSE , Kao, 1951; Yuan, % Rockefeller Foundation TC TC TC

31 Boyd Bode 1909 Charles Hubbard Judd Judd Lagemann, 1989, p. 206; White, 1982, pp Ellwood Patterson Cubberley Percy Erwin Davidson Stanford University, 1923 Cubberley Davidson Sears & Henderson, Hocking, 1929/ Kuklick, 1977, 2001 a second golden TC Chao, 1946, p

32 age in philosophy Lowe, 1990, p HGSE HGSE HGSE Holmes Johnson Brewer Cummings Dearborn HGSE Holmes HGSE HGSE 51 Lowe 1990 George Herbert Palmer Hugo Muensterberg

33 二瞿世英擘劃中國教育哲學未來走向的意義 Chiang, 1924 TC Chiu, 1924 utilitarianism

34 三瞿世英投入鄉村平民教育的歷史意義 a 1936c 3 Chü, 1926, p Syracuse University Temple University University of Louisville

35 劉蔚之以教育實現人格自由教育學者瞿世英在近代中國教育史上的意義位致謝本研究為科技部專題研究計畫 MOST H 與MOST H MY3 部分研究成果部分關鍵史料檔案承北京首都師範大學教育學系林偉教授提供謹此致謝 DOI: / 主要檔案 Chü, S.-Y. (1926). The problem of life and the problem of education as viewed by the ancient Chinese thinkers, with constructive analyses and suggestions towards a philosophy of education (Unpublished doctoral dissertation). Harvard University, Cambridge, MA. Harvard University. (1923). Harvard University Catalogue of Names, Cambridge: Author. Harvard University. (1924). Harvard University Catalogue, Cambridge, MA: Author. Harvard University. (1925). Harvard University Catalogue, Cambridge, MA: Author. Harvard University Archives (HUA). (n.d.). Student folders (graduate), (inclusive), Graduate School of Education. UAV , Box 109, Folder Chü Shih-ying. Cambridge, MA: Author. Stanford University. (1923). Stanford University bulletin, announcement of courses, Stanford, CA: Stanford University. William Ernest Hocking Papers, (n.d.). MS Am Houghton Library, Harvard University. 參考文獻中國哲學會無日期宗旨與沿革取自 [Chinese Association of Philosophy. (n.d.). Aims and history. Retrieved from captw2016.org.tw/purpose-history] 王炳照口述 2010 北京師範大學第一屆中國教育史研究班導師群影像教師教育研究 _劉蔚之_p indd /7/9 下午 03:16:56

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