人文與啟蒙的張力：多元視野下的新文化運動－《學衡》與《新青年》「人」之互證

新文化運動時期，分別以《新青年》與《學衡》為輿論平臺的「新青年派」和「學衡派」對所「立」之「人」有著不同的理解與訴求，其背後一方面內蘊著啟蒙路徑與人文路徑內在思想譜系的頡頏對抗，另一方面，「人文」與「啟蒙」的張力也深蘊其中。胡適、陳獨秀的「人」之分歧代表了《新青年》陣營的兩種勢力。但他們的所「立」之人有一個共同傾向，那就是與舊的傳統徹底決裂，是具有新道德、新理想、新目標以及自我性、自主性、自立性的「新」人。而「學衡派」諸君的「人之道」是有節制、中庸、克己的自律、克制、收斂之道，這種回環的、不確定的「立人」方式恰與新青年派的直線式「立人」思維相對立。兩派在「立人」之同一終極關懷下，由於各自所持的思想譜系以及所走的路徑有著本質的不同，因此就形成了一種人文與啟蒙的張力。正是這種張力的存在，使得文化的發展具備了內在的動態結構，有效地防止了某種觀念的極端化，保持了文化發展的流動性。

關鍵字

人文；啟蒙；新文化運動

並列摘要

In the period of the New Culture Movement, the New Youth School publicizing their ideas by The New Youth and the Learning Balance School spreading their ideas by Learning Balance (XunHeng) had different conceptions of ideal humans they try to cultivate. On one hand, their discrepancy indicates the conflicts between the ideologies behind humanism and enlightenment; on the other hand, it also indicates the internal intension between the two cultural movements. The different conceptions of ideal humans of Hu Shi and Chen Duxiu represent the two forces of the new youth camp, but their conceptions have one thing in common, that is, the ideal humans are supposed to break away from the old traditions, have new moral code, ideals, and goals. They should be autonomous, independent, individualized ＂new＂ humans. In contrast, the ideal humans of the Learning Balance School are temperate, self-disciplined, restrained and moderate. This loopback, uncertain method of cultivating ideal humans are in sharp conflict with the straightforward method of the New Youth. Though both schools show their ultimate concern about the cultivation of ideal humans, they employ different methods as a result of their different ideologies. Their discrepancies are a manifestation of the tension between humanism and enlightenment. It is the existence of this tension that makes the development of culture have an internal dynamic structure, which effectively prevents some idea from going into extremities, and thus maintains the mobility of cultural development.