本土化视域中的西部地区两种办学取向比较
——以雷沛鸿和卢作孚为例
摘要：在西方工业文明的冲击下，近代中国开始了由农业社会向工业社会的艰难转型，追随西方发展模式的现代化路径成为中国无奈而唯一的选择。随着教育现代化的不断深入，西方教育在中国水土不服、“南橘北枳”问题日益凸显，教育本土化成为百年来中国教育发展的必然追求。虽然概念用词、理论构想和实践路径并不一致，但创建符合中国国情的中国式教育却成为教育家们的共同夙愿。雷沛鸿的“融入式办学”和卢作孚的“互摄式办学”是民国时期教育本土化的两个颇具特色的经典案例。
雷沛鸿自幼聪颖好学，曾考中秀才，后留学欧美，致力于研究政治学、教育学。他潜心研究西方教育，深知中国落后的现实，秉承教育救国的志向，决心报效桑梓。他曾五次执掌广西省教育行政，尤其是1933年开始创立了以国民基础教育为核心的民族教育体系，包括国民基础教育、国民中学和国民大学三个层次，形成了“融入式”办学取向。他注重教育的社会基础作用，将教育事业融入社会事业，以教育改造促进社会改造。他强调教育引领政治、经济、文化、军事等事业的发展，以教育现代化推动区域现代化，展现出教育事业的恒久魅力和基础作用。他依靠教育行政权力，将民众教育和学校教育、成人教育和儿童教育、普通教育和职业教育等融合为一体，统称为国民教育，成为一种新型学校体系。教育行政、教育科研、教育出版等机构都为国民教育服务。他以“土化”思想为指导，将西方教育融入广西本土，创立了体系化的国民教育，注重西方教育在中国的“本土生长”。
卢作孚家境贫寒，年少时虽然勤奋好学、成绩优异，但小学毕业后无法继续升学，走上自学成才之路。他主要间接地了解西方教育，但更加深知本土实际，能够自发而灵活地进行本土化办学，形成了“互摄式”办学取向。他的办学经历非常复杂，包括在沪州和成都的早期办学、北京的乡村教育、民生公司的职工教育等，尤其是后两处办学最见成效。他早期主张教育救国，后来转向实业救国，但仍然注重教育对社会发展的作用而着力办学。他具有教师、校长、政府官员、企业经理等多种身份，注重办学与社会事业的互相推动。他将教育现代化置于区域现代化之中，认定教育事业是国家发展和地方建设的重要组成部分，以社会全面均衡发展的思想来统摄办学事业，协调教育发展的规模和速度，使教育在现代化进程中做出应有的贡献。他既创办了基础教育、中等教育、高等教育，又创办了民众教育、学校教育和教研机构，也创办了普通教育、职业教育。各类教育互不统属，也未融合成一种学校体系，但它们之间互相关联，互相支持，形成了不同教育体系之间的良性互动。他对西方教育的了解明显弱于雷沛鸿，但他善于间接摄取西方教育理念，强调结合本土实际办学，注重教育“本土创生”，形成中西方教育的互摄关系。
在西部地区推进教育本土化是他们办学的核心精神。虽然在教育、行政、实业等方面的侧重点不同，但他们都将教育视为民族独立、国家富强的基础，大力普及教育，注意民族精神与公民道德的培养。他们借鉴了中西方教育管理的精华，结合自己的办学实践，形成了具有个人特色的教育管理体制，并以法律法规的形式将其制度化，甚至向全国推广。他们合理地把握了教育与社会之间的张力，正确地将人文主义与实用主义运用到办学中，既促进了民众个人成长又推动了社会进步。
他们办学中都重视本土化的三个基本要素—国际视野、时代精神、本土意识，并能使它们均衡地得以体现。办学中相对宽松的环境、志同道合的办学团队、理论与实践相结合的办学经历、关心国家民众、热心教育事业等，使他们逐渐成长为近代著名的教育家。作为教育家，他们具有锲而不舍、个性鲜明、思维敏捷、高瞻远瞩、品格高尚的精神品质，具有知识渊博、精研教育、握发吐哺、尊重人才、善于管理的基本素养。虽然办学中遇到了各种困境、矛盾与误解，但他们都能够以严谨的态度追求教育的本质，以辩证的思想对待古今中外的教育经验，以高昂的热情创办各种类型学校和教育机构，以锲而不舍的精神推动本土教育的现代化转型。
他们将国际视野、时代精神、本土意识进行“创造性的转化”，实现了新式教育的本土化成长，在落后的西部地区推动了教育现代化与区域现代化。可以说，这两种殊途同归的办学取向不仅是民国时期本土化办学的典范，而且对当前教育改革具有极大的启示意义。
关键词：教育本土化；教育家办学；融入式办学；互摄式办学；雷沛鸿；卢作孚；区域现代化
总结：1、本文大致可以分为五个部分。第一个部分主要是围绕教育本土化是时代的呼唤这个主题，对教育本土化进行世纪反思，并对文中的两位教育家进行历史定位。同时，阐述了教育本土化所面临的国内、国际背景，以及西部区域的发展状况。
2、第二部分则是主要介绍了雷沛鸿在广西创立的“民族教育体系”中所体现的融入式办学。从而说明民族教育体系的本土化构想、如何普及国民基础教育以及本土化办学的必备条件和局限性。
3、第三部分则是重点阐述了另一位教育家卢作孚在四川境内的办学创新——互摄式办学。主要是对互摄式办学的办学思路和办学特色进行了说明。
4、第四部分则是将这两种办学模式进行对比，得出教育本土化：两种殊途同归的办学取向。
5、第五部分则是对这两种办学取向进行文化反思，主要是从：本土化办学的文化反思、教育家办学的文化特质、本土化办学的区域推进、本土化办学的困境与局限这四个维度来进行详细的阐述的。
Abstract: Under the impact of the western industrial civilization, modern China starts difficultly the transition from agricultural society to industrial society. The modernization path becomes the unavoidable and the only choice to follow the western model of development in China. With the deepening of the modernization of education, the issue become increasingly prominent that the western education doesn't meet China's national conditions like "oranges change with their environment"，so education indigenization become the inevitable pursuit of Chinese education for one hundred years. Although its concept words, theoretical ideas and practice path are not consistent, it becomes the common wish of the educators to create Chinese education which accords with the situation of China. "Running educational institutions in integrated type" created by Lei Peihong and "running educational institutions in interactive type" created by Lu Zuofu are two characteristic classic case of education indigenization in the period of the Republic of China.
Lei Peihong who is studious in childhood passes Xiu-Cai exam, then devotes to the study of political science and education in Europe and America. He concentrates on the study of the western education while understood of China's backward reality, adhering to the ambition of education saving the nation to determine to serve the home. He is in charge of education administrative of Guangxi province five times, especially since 1933, founds the national basic education as the core of the national education system, including three levels of national basic education, national middle school and national university to form the "running educational institutions in integrated type" orientation. He emphasizes the social foundation of education that integrates education undertaking into society to promote social transformation in education reform. He stresses that education career leads the political, economic, cultural, military, etc. It shows a lasting charm of education career and the tremendous role for the education modernization promoting regional modernization. Relied on the education administrative power, he intergrades together with public education and school education, adult education and children education, general education and vocational education. It becomes a new type of school system collectively known as the national education. They all serve national education which including education administration, education science research institution, education publishing institution, etc. Guided the idea of "localization", he integrates the western education into the local Guangxi to form the national education system, and attaches importance to“localization development" of the western education in China.
Born in a poor family, though studious and outstanding in achievement he been young, Lu Zuofu can't continue to enter a higher school after graduating from the primary school, so go on the self-taught road. He mainly understands indirectly western education and be aware of the local reality that can spontaneously and flexibly run educational institutions local in indigenization. So he forms a "running educational institutions in interactive type" orientation. His experience of running educational institutions is very complex, included early running educational institutions in Luzhou and Chengdu, rural education in Beibei, employee education in Minsheng company and so on, especially his running educational institutions in the latter two places is the most effective. He early advocates education saving the nation, then turns to industry saving the nation, but still pays attention to the role of education in social development and focuses on education. He has identities of a teacher, school principal, government officials, and enterprise managers, so pay attention to educational and social programs to promote each other. He places the education modernization in regional modernization, and recognizes education career is an important part of national development and local construction. He controls running educational institutions with the idea of social comprehensive and balances development to coordinate education development scale and speed, and makes greater contribution to the education in the modernization process. He founds the elementary education, secondary education, higher education, the people's education, school education, research institutions, the general education, and vocational education. Being mutually independent, various types of education don't integrate into one school system. But they are related and support each other to form the benign interaction between different education systems. His understanding of the western education is significantly weaker than Lei Peihong, but he is good at indirectly absorbing western education concept and emphasizing the combination of local education. He attaches importance to “local creation” of education to form interactive relations between Chinese and western education.
It is the core spirit of running educational institutions to promote education indigenization in the western region of China. While the emphasis of the education, administration, industry, etc. is different, they think of education as the basis of national independence, national prosperity. They vigorously popularize education and think highly of the cultivation of national spirit and the citizen moral. They learn from the essence of Chinese and western education management and combine with their own education practice to form the education management system of personal characteristics. They fix it in the form of laws and regulations even to promote throughout the country. They rationally grasp the relationship between education and society with causing them to keep a certain tension. They apply properly humanism and pragmatism to education to promote the citizens personal growth and the social progress.
Attaching great importance to the indigenization of the three basic elements-the international view, the spirit of the age, the local consciousness, they show them evenly. It makes them gradually grow into the modern famous educators through relatively loose environment in running educational institutions, like-minded team of education educational experience of combining theory and practice, caring about people, and keening to education. As educators, they have the spirit quality of perseverance, distinct personality, quick thinking, looking far and aiming high, noble character. They also have the basic literacy of knowledgeable, carefully studying education, paying close attention to national economy and people's livelihood, respect for talent, good at management. Even though met all kinds of difficulties, contradictions and misunderstanding in running educational institutions, they aspire after the essence of education with rigorous attitude, and treat the education of ancient and modern, Chinese and foreign experience in the dialectical thought. They establish all kinds of schools and education institutions in high enthusiasm, and promote the modern transition of indigenous education on the spirit of perseverance.
Completing "the creative transformation" of the international view, the spirit of the age, and the local consciousness, they realize the local growth of the new-style education to promote the modernization of education in poor western China and regional modernization. So to speak, the two orientations of running educational institutions are "all roads leading to Rome". They not only are the model of running educational institutions in indigenization during the period of the Republic of China, but also have great significance on the reform of education.
Key words: Education Indigenization; Educators Running Educational Institutions; Running Educational Institutions in; Running Educational Institutions in Interactive; Lei Peihong; Lu Zuofu; Regional Modernization
（谢文庆教育史专业华东师范大学博士学位论文）