【摘要】： 吳汝綸(1840-1903)是一位活躍于晚清政界、學(xué)界的知名人物，在文學(xué)、經(jīng)學(xué)和教育領(lǐng)域都頗有建樹。作為“桐城派”末代宗師的吳汝綸，面對(duì)日益嚴(yán)重的亡國(guó)滅種的危機(jī)，他并沒有囿于傳統(tǒng)而深閉固拒，而是積極思考和探索救國(guó)救民之道，形成了具有自身特色的社會(huì)變革思想。 吳汝綸的社會(huì)變革思想前后歷經(jīng)了倡辦洋務(wù)、文化改良和教育救國(guó)三個(gè)階段。19世紀(jì)60年代中期到80年代末，吳汝綸先后進(jìn)入曾國(guó)藩、李鴻章以及張樹聲等人的幕府，并相繼出任直隸深洲和冀州知州。這一時(shí)期吳汝綸在幕府和州官任上的歷練，使他開闊了眼界，思想變得日益開明，認(rèn)識(shí)到只有通過興辦洋務(wù)才能應(yīng)對(duì)前古未有之“變局”，于是形成了其倡辦洋務(wù)的思想。吳主張振興工商，修建鐵路，并且重視外交，選擇正確的盟友來力保和局，以此來實(shí)現(xiàn)國(guó)家富強(qiáng)。 1889年吳汝綸辭官從教，出任蓮池書院山長(zhǎng)。在此任上，吳接觸西方新學(xué)的渠道日益豐富，自身亦勤學(xué)不輟，使得其對(duì)西學(xué)的認(rèn)識(shí)不斷深入，針對(duì)傳統(tǒng)中學(xué)之不足，他要求進(jìn)行文化改良，是為吳汝綸社會(huì)變革思想的第二階段。在這一階段，吳汝綸力倡西學(xué)，但對(duì)于國(guó)學(xué)精粹即其認(rèn)為的古文和經(jīng)學(xué)，他則主張應(yīng)該改造繼承，在兼包新舊的基礎(chǔ)上造就“熔中西為一冶”的理想文化。 1902年吳汝綸以京師大學(xué)堂總教習(xí)的身份東渡扶桑，考察學(xué)制。在日本的切身觀察，使吳汝綸深刻體會(huì)到教育對(duì)社會(huì)發(fā)展的巨大功用。藉此機(jī)遇，吳的社會(huì)變革思想有了進(jìn)一步的發(fā)展，形成了教育救國(guó)的主張。吳汝綸要求廢除科舉，大興學(xué)堂；建議調(diào)整學(xué)制課程，支持出國(guó)留學(xué)；另外提倡國(guó)語統(tǒng)一，普及國(guó)民教育等等，這些主張和措施都符合當(dāng)時(shí)社會(huì)的需要，在一定程度上推動(dòng)了中國(guó)教育的近代化。 本文結(jié)合吳汝綸的生平經(jīng)歷，以時(shí)間為主線，從橫向和縱向方面研究了吳氏社會(huì)變革思想的內(nèi)容及其不斷演進(jìn)的過程，力圖展現(xiàn)吳汝綸這樣一位深受傳統(tǒng)文化熏陶的士人是如何適應(yīng)社會(huì)變化，不斷趨新，尋求救國(guó)救民之道和自身安身立命之所的。而他的一些思想和主張，對(duì)于我們這些正處在當(dāng)下社會(huì)轉(zhuǎn)型時(shí)期的人而言，，或可有所啟發(fā)。
[Abstract]:Wu Ru-lun (1840-1903) is a famous figure in the late Qing Dynasty, who has made great achievements in the fields of literature, classics and education. As the last master of "Tongcheng School", Wu Ru-lun, faced with the increasingly serious crisis of the extinction of the nation, was not confined to tradition, but rather actively pondered and explored the way to save the nation and save the people. Has formed the social transformation thought which has own characteristic. Wu Ru-lun 's thought of social reform went through three stages of advocating Westernization, cultural improvement and education to save the country. From the mid-1960s to the end of the 1980s, Wu Ru-lun successively entered the shogunate of Zeng Guofan, Li Hongzhang and Zhang Shusheng. And have served as Zhili Shenzhou and Jizhou Zhizhou. During this period, Wu Ru-lun 's experience in the shogunate and state government made him broaden his horizons and become more and more open-minded. He realized that only by setting up Westernization affairs could he cope with the unprecedented "changes", and thus formed his idea of advocating Westernization affairs. Wu advocated revitalizing industry and commerce, building railways, and attaching importance to diplomacy, choosing the right allies to protect the peace bureau in order to make the country prosperous and strong. In 1889, Wu Ru-lun resigned from his post as a teacher. Lianchi College as the mountain director. In this post, Wu's access to new Western learning was increasingly abundant, and he was also diligent in his studies, which made him more and more aware of Western learning. In view of the shortcomings of traditional middle schools, he demanded cultural improvement. It is the second stage of Wu Ru-lun 's thought of social change. At this stage, Wu Rulunli advocated the study of the West, but for the essence of the study of Chinese culture, that is, the ancient prose and classics, he argued that he should reform and inherit. On the basis of both new and old, Wu Ru-lun made an ideal culture of "melting Chinese and Western into one Metallurgy". The close observation in Japan made Wu Ru-lun realize the great function of education in social development. Taking this opportunity, Wu's thought of social change was further developed and the idea of saving the nation by education was formed. Wu Ru-lun called for the abolition of the imperial examination and the establishment of the Daxing School; proposed to adjust the academic system to support studying abroad; in addition, to advocate the unification of the national language, popularize national education, and so on. These proposals and measures are in line with the needs of the society at that time. To some extent, it has promoted the modernization of Chinese education. Based on Wu Ru-lun 's life experience and time as the main line, this paper studies the content of Wu's social change thought and its evolving process from the horizontal and vertical aspects. It tries to show how Wu Ru-lun, who is deeply influenced by traditional culture, adapts to the changes of society, and seeks the way to save the nation and save the people. Some of his ideas and ideas, for those of us who are in the current social transformation period, may be enlightening.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2007
【分類號(hào)】：K252

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