成為教育學：論明治前期及民國初年荀學言說的近代生成

民初以降，《荀子》，特別是〈勸學〉，長期被詮釋為一部「教育學」文獻，直到今日，這樣的讀法依然不絕如縷地出現在中等教育的國文課堂上。近年來，儘管中國哲學界已意識到「以西訓中」的去脈絡化危險，但相關研究卻多仍以凸顯「《荀子》教育學」的「中國特色」作為修正方式，而少在根本上將此現象問題化，探討上述翻譯關係的構成邏輯。有鑑於此，本文以《荀子》「成為哲學」的明治年間為起點，首先考察井上円了在〈讀荀子〉中開拓出的哲學式《荀子》閱讀，其次梳理從「漢學」到「支那哲學」的關鍵轉型，以解明當時《荀》論所處的整體性知識背景，最後，進一步將前述《荀》論動態置於晚清民初「中國」與「教育」的密切聯繫之中，透過具體的論述分析，省思時人閱讀《荀子》的視野，揭露催動「《荀子》＝教育學」翻譯邏輯的慾望及其歷史。從明治到民初，本文認為，正是當時現身的「世界」認識論，令《荀子》得以且必須成為「哲學」、「教育學」或「中國哲學」。這樣的「世界」以語脈的剝除為方法，以民族國家為單位，以為翻譯的等值性為原則，主導著當時的知識政治。可以說，藉由考察《荀子》成為教育學的知識條件與具體過程，直接向吾人展示出當時歷史情境的關鍵一景。

關鍵字

荀子；井上円了；教育學；文化翻譯；民族國家；支那哲學

並列摘要

From early Republic of China, Xunzi（《荀子》）, especially the article "Encouraging Learning（〈勸學〉）", is always regarded as a text of "pedagogy". To this day, this kind of reading is still common in the Chinese class of secondary education. Related literature shows danger of de-contextualization of “rendering Chinese philosophy in the West paradigm” these years. Yet, while many of them turn to emphasize “Chinese characteristics” under the existing equation “Xunzi ＝ pedagogy”, rare articles problematize the equation itself, and demonstrate its radical issue, the rendition itself. To address the issue, this dissertation attempts to start with the Meiji period when Xunzi became to "philosophy". Firstly, this research will examines Inoue Enryo's（井上円了） philosophical reading of Xunzi that developed in his ‘Reading Xunzi’ （〈讀荀子〉）. After that, to clarify the overall knowledge background of the Studies of Xunzi（《荀》學） at the time, this research sorts out the transformation from "Kangaku（漢学）" to "China Tetsugaku（支那哲学）". Finally, the Studies of Xunzi is further placed in the context of late Qing Dynasty and early Republic of China; in this period, there was a close connection between "China (as a nation state)" and "education". Through discourse analysis, this study reflects on the vision of people reading Xunzi and exposing desire and history of translation logic in "Xunzi ＝ Pedagogy". This research proposes, from the Meiji to the beginning of the Republic of China, it is because the epistemology called "world" appeared at that time that enabled Xunzi to become to "philosophy," "pedagogy," or "Chinese philosophy." The "world" dominated the knowledge politics then by alienating contexts, setting “nation-state” as premise, and reducing in the rendering process of thoughts. Key scenes of historical situation at that time will be depicted by examining the knowledge conditions and the specific process of Xunzi being translated into pedagogy.