西学【英】

Western learning

译文来源

Mao Tse-tung. Selected Works of Mao Tse-tung (Vol. 2) [C]. Peking: Foreign Languages Press, 1965: 371.

定义

西学，亦称“泰西之学”、“西洋之学”、“外学”、“新学”等，与“国学”、“中学”、“内学”、“旧学”等相对称。“西学”最先是指在西方产生并传播到中国的学说。现在所说的“西学”不只是指“西方人的学问”，而应该被理解为“中国人研究的西方学问”（西学.via：http://baike.so.com/doc/5813185-6025992.html）。“西学”概念是16世纪末开始出现的，当时的传教士利玛窦在《天主实义》中，用“西儒”、“西士”、“西哲”等称呼来代表基督教神学家和西方哲学家，中国人很自然地把西方的神学、哲学、科学、数学等，统称为“西学”。清朝末期，一些中国人开始大量翻译西方国家的著作，在洋务运动时期还设立了上海的江南制造局翻译馆和北京的同文翻译馆，洋务运动时期一直坚持“中学为体，西学为用”的原则，李鸿章力主引用西方教育制度改造中国科举制度，将其称之为“实学”。自从五四运动之后，中国仁人志士主动引进西方学说，并全面、深入地研究、介绍和评价这些学说，涉猎各个学科领域，从自然科学到社会科学和人文学科。毛泽东同志在《新民主主义论》一文中指出，“五四”以前，“所谓学校、新学、西学，基本上都是资产阶级代表们所需要的自然科学和资产阶级的社会政治学说”（毛泽东，1991：668）。概括来说，西学的主要内容包括：有关学习西方、介绍世界知识，提倡社会文化变革的认识和书籍；切于社会实用的算学、经济一类的“实学”；从制度层面上讲，主要是指教育体制，具体化为“新式学堂”。

定义来源

[1] 西学.via：http://baike.so.com/doc/5813185-6025992.html
[2] 毛泽东.毛泽东选集（第二卷）[C].人民出版社，1991.

例句

1. 在“五四”以前，中国文化战线上的斗争，是资产阶级的新文化和封建阶级的旧文化的斗争。在“五四”以前，学校与科举之争，新学与旧学之争，西学与中学之争，都带着这种性质。那时的所谓学校、新学、西学，基本上都是资产阶级代表们所需要的自然科学和资产阶级的社会政治学说，说基本是说那中间还夹杂了许多中国的封建余毒在内）。在当时，这种所谓新学的思想，有同中国封建思想作斗争的革命作用，是替旧时期的中国资产阶级民主革命服务的。可是，因为中国资产阶级的无力和世界已经进到帝国主义时代，这种资产阶级思想只能上阵打几个回合，就被外国帝国主义的奴化思想和中国封建主义的复古思想的反动同盟所打退了，被这个思想上的反动同盟军稍稍一反攻，所谓新学，就偃旗息鼓，宣告退却，失了灵魂，而只剩下它的躯壳了。旧的资产阶级民主主义文化，在帝国主义时代，已经腐化，已经无力了，它的失败是必然的。——《毛泽东选集（第二卷）》，1991：696-697

1. Before the May 4th Movement, the struggle on China’s cultural front was one between the new culture of the bourgeoisie and the old culture of the feudal class. The struggles between the modern school system and the imperial examination system, between the new learning and the old learning, and between Western learning and Chinese learning, were all of this nature. The so-called modern schools or new learning or Western learning of that time concentrated mainly (we say mainly, because in part pernicious vestiges of Chinese feudal- ism still remained) on the natural sciences and bourgeois social and political theories, which were needed by the representatives of the bourgeoisie. At the time, the ideology of the new learning played a revolutionary role in fighting the Chinese feudal ideology, and it served the bourgeois-democratic revolution of the old period. However, because the Chinese bourgeoisie lacked strength and the world had already entered the era of imperialism, this bourgeois ideology was only able to last out a few rounds and was beaten back by the reactionary alliance of the enslaving ideology of foreign imperialism and the “back to the ancients” ideology of Chinese feudalism; as soon as this reactionary ideological alliance started a minor counter-offensive, the so-called new learning lowered its banners, muffled its drums and beat a retreat, retaining its outer form but losing its soul. The old bourgeois-democratic culture became enervated and decayed in the era of imperialism, and its failure was inevitable. -Quoted from Selected Works of Mao Tse-tung (Vol. 2), 1965: 371.

2. 西学东渐是近世中国与西方世界交流的总体趋势。晚清新式学堂的兴起与西学东渐有着莫大的关系。在西学的冲击下，传统学术开始了近代的擅变，与学术有着密切关系的教育体系也随之发生变革。书院、官学逐渐衰落，采用西方分科教育的学堂开始逐步建立。教师是教育体系中极为重要的因素。在清末，教师作为一个群体随知识分子群体的形成而产生，在近代社会的变革和西学东渐的文化交流总态势中，发挥着极为重要的作用。本文以晚清新式学堂教师群体为研究对象，力图对这一群体形成的背景、过程、标志、群体结构、意识、行为、特点以及群体地位进行系统研究，重点探讨其在中外文化交流、近代化进程以及社会变革中的地位和作用。——《西学东渐与晚晴新式学堂教师群体研究》，2006

2. The Eastward Transmission of Western Sciences is the cultural inter-communication trend between China and west in the mass. The appearance of the New-style School in late Qing Dynasty has many affiliations with the Eastward Transmission of Western Sciences. With the impact of western sciences, traditional sciences began to change and in the meantime, the education, which having many affinities with learnings, started transforming. The academy and state school gradually declined, however, schools adopting western-style department instruction began to establish. Teacher is the vital factor in the education system. At the end of the Qing Dynasty, as a group, teachers come into being along with the forming of the intellectual-group, and have an extremely significant effect on modern social change and culture intercourse between China and west. This paper systemically researches the teacher group of the new-style school in late Qing Dynasty, including the backgrounds, the process, the sign, the constitution, the consciousness, the behavior, the character and the status, as the emphasis on the status and effect of culture intercourse between China and west, modernization course and social change. -Quoted from Teacher Groups of the New-style School during the Eastward Transmission of Western Sciences in late Qing Dynasty, 2006.

网络参考例句

例句 1：
西学东渐不仅客观上促成了马克思主义哲学在中国的广泛传播，构成了马克思主义哲学中国化的一个重要历史前提。——“西学东渐与马克思主义哲学中国化”，载于《中国社会科学》2012年第7期
The introductiohn of western learning to the east objectively promoted the dissemination of Marxist philosophy in China, forming an important historical preruquisite for the sinicization of Marxist philosophy.

例句 2：
明清之际传播的西学主要是天主教教义和科学技术。——“明清之际西学流播与中国本土思想的接应”，载于《南京大学学报（哲学·人文科学·社会科学）》2009年第6期
The western learning propagated at the turn of the Ming and Qing Dynasties are mainly those of Catholic doctrines and scientific technologies.

例句 3：
从思想层面看，官方史学坚持“西学中源说”和“华夏中心观”，对西学中的思想观念采取了拒斥的态度。——“清代官方史学与西学——兼谈西学对清代学术文化的影响程度”，载于《河南大学学报（社会科学版）》2008年第6期
Ideologically, the official historiography insists the Occidental Learning Originating from China and View of Huaxia Center and adapts refusal attitude to ideologies in occidental learning.