题 目：任鸿隽推进中国科学文化的理念与实践研究
答 辩 人：马保玉
指导老师：王鸿生 教授
答辩时间：2019年5月13日
目 录
导 论
0.1 选题的缘由
0.2 文献综述
0.2.1国内研究综述
0.2.2 国外研究状况
0.3 选题的意义
0.4 研究思路及论文框架
0.5 研究方法
0.6 创新点
第1章 任鸿隽的求学经历与思想形成
1.1 任鸿隽的求学经历
1.1.1 任鸿隽留日前微薄的理科基础
1.1.2 革命支配下的留日学习
1.1.3 留美期间迟来的理科教育
1.2 任鸿隽的思想形成
1.2.1 走进科学殿堂
1.2.2 始知科学面目
1.2.3 任鸿隽的科学救国之梦
小结
第2章 任鸿隽归国初期科学救国的不同路径
2.1 与任鸿隽同期的多条科学人生道路
2.1.1 出国前及留学经历的对比
2.1.2 回国初期奋斗的对比
2.2 中国科学社生物研究所与黄海化学研究社的不同
2.2.1 生物研究所与黄海化学研究社的诞生
2.2.2 生物研究所的窘境
2.2.3 永久黄团体的奋斗成效
2.3《留美学生季报》与《科学》的对比
2.3.1 立足国情的《留美学生季报》
2.3.2 立足科学的《科学》杂志
2.3.3 《科学》杂志读者群的错误定位
小结
第3章 从美英科学社团的发展路径看任鸿隽的事业
3.1 与富兰克林学会的对比
3.1.1 美国富兰克林学会成立之初的社会环境
3.1.2 中国科学社回国之初的社会环境
3.1.3 中国科学社定位的偏差
3.2 与英国皇家学会的对比
3.2.1 英国皇家学会的发展
3.2.2 中国科学社归国时的社会需求
3.2.3 中国科学社事倍功半的症结所在
3.3 中国科学社年会分析
3.3.1 年会与学术交流
3.3.2 年会定位的偏差
3.3.3 年会失败的根源
小结
第4章 任鸿隽在中学理科教材本土化方面的失误
4.1 民初中国的科学教材状况
4.1.1 国内教科书的本土化要求
4.1.2 任鸿隽对中学理科教科书的忽视
4.2 任鸿隽关于教科书的基本观点
4.2.1 不在奋斗日程的中学理科教科书
4.2.2 责无旁贷的科学名词翻译
4.3 任鸿隽忽视张相文前车之鉴
4.3.1 张相文的成功与失败
4.3.2 张相文的失败原由
4.3.3 没有接住张相文的接力棒
4.4 自编中学理科教科书背后的哲学思考
4.4.1 截流与净化的选择
4.4.2 自编教科书必要性和可能性的思考
小结
第5章 任鸿隽对人格独立与学术自由的追求
5.1 观战东南大学
5.1.1 郭秉文失败的缘由
5.1.2 郭秉文与任鸿隽之异同
5.2 任鸿隽试剑四川大学
5.2.1 未理解校长的真实使命
5.2.2 开场白就注定失败
5.2.3 折戟四川大学
5.3 游刃有余中基会
5.3.1 中基会中如鱼得水
5.3.2 胡适助推任鸿隽乘风破浪
5.4 建国后任鸿隽事业的挽歌
5.4.1 “大剪刀”下的任鸿隽
5.4.2 任鸿隽的事业失去发展空间
小结
第6章 任鸿隽的科学文化观透析
6.1 任鸿隽对西方科学文化的认识
6.1.1 三代学人对西方科学的认识
6.1.2 任鸿隽的科学文化观
6.1.3 任鸿隽对培根和归纳法的过高赞誉
6.1.4 任鸿隽推崇归纳法之缘由
6.2 任鸿隽对中国科学文化认识的误区
6.2.1 古代中国人的认知方式略考
6.2.2 中国科学文化的缓慢转型
6.3 任鸿隽科学主义思想剖析
6.3.1 《科学》发刊词中的科学主义
6.3.2 《科学》发刊词后的科学主义思想延续
6.3.3 科玄论战中的任鸿隽
6.3.4 任鸿隽科学主义思想评价
6.4任鸿隽科学救国思想评析
6.4.1科学社成立前的科学救国呼声
6.4.2 任鸿隽科学救国的误区
小结
几点结论
参考文献
致 谢
摘 要
自洋务运动以来，中国社会的知识阶层对科学的认识和理解经历了器物、知识、精神等三个层面。到20世纪20年代初期，可以说是刚刚完成了从器物到知识层面的过渡，正需要从精神层面理解科学。任鸿隽作为中国近现代科学文化史上一个举足轻重的人物，他推进中国科学文化的事业正是在这个时期起步和展开的。因此可以说，任鸿隽投身的事业正是在帮助当时中国的知识阶层实现第二个过渡，即对科学的认识从知识层面过渡到精神层面。
任鸿隽受彭加勒的影响，把追求真理看作科学活动的目标,认为这也是科学家应该追求与践行的事业。但他本人并没有选择科学家的道路，没有致力于狭而深的专业科学研究，而是全身心地致力于在中国传播科学精神，推进科学文化，试图通过他的努力将西方科学整体性地移植到中国，并试图通过这一实践实现其“科学救国”的理想。或者说，任鸿隽是秉持着一种“科学救国”的理想而致力于传播科学精神、推进科学文化的，而且当时也取得了明显的成效，产生了比较重要的影响。就此而论，他无疑是20世纪20年代中国最重要的科学精神播火者和科学文化旗手之一。
但从中国发展的整体来看，任鸿隽在传播科学精神、推进科学文化和践行其科学救国理想的道路上也走过弯路，尤其是他仅仅选择了一条精英主义的路线：成立中国科学社，创办《科学》杂志，发表科学论文；其实践路径主要在知识分子层面，而没有回应当时中国社会最迫切的科技需要，也没能恰当借助政府的力量，结合当时社会的需要，推助自己理想的实现。这就又使他全身心为之奋斗的事业无法随着时代的潮流而发扬光大。尽管他在当时做了大量的工作，但在一定意义上还是成了曲高和寡的科学宣传者，其推进中国科学文化的事业体现出了明显的局限性。
实际上，20世纪20年代的中国刚经历了1905年的废除科举制和1911年的辛亥革命，全国上下一致认识到传统的科举教育是中国晚清一系列政治军事失败的一大原因，并且努力兴办新式教育。但任鸿隽在新学制颁行初期，却没有选择编写理科教科书以推进国民科学教育。另外，任鸿隽在实践中也没有选择和致力于支持当时亟待发展的实业。在一定意义上，任鸿隽是避开了当时中国“教育兴国”和“实业救国”的两股时代潮流，单独推进其“科学救国”的理想。这便使其奋斗的事业失去了助力起飞的双翼，其主导的“中国科学社”的活动无法找到社会的支撑点，以至于他为推进科学文化所做的一些基础性工作也成为一种高雅的摆设。
在任鸿隽研究方面，目前学术界主要关注其当时的影响和“成功”的一面，尤其是把任鸿隽及其领导的“中国科学社”视为在中国推展科学文化的拓荒者，且基本上只是一片讴歌之声，而很少论及其事业发展的局限性，尤其是没有从当时中国社会的大局方面，以及任鸿隽本人的认识水平和实践能力方面，来讨论任鸿隽推展其事业的局限性。本文旨在充分肯定任鸿隽及其领导的中国科学社在中国推展科学文化方面的历史功绩的前提下，从社会效果的视野，研究评价任鸿隽，试图揭示任鸿隽事业失败的一面。研讨的内容包括其事业方向和路径选择、知识基础、个人性格以及没有认真借鉴前人成败得失教训等问题。
本文主要章节内容如下：
本文第1章讨论任鸿隽的求学经历与思想形成。任鸿隽推展科学文化的理念和实践路径选择，与他对科学的认识水平和本人的性格志向密切相关，甚至可以说主要就是这两个方面的因素决定的。因而，其求学经历和思想形成阶段是本文研究的起点。
第2章比较任鸿隽归国初期科学救国的不同路径，这是把任鸿隽放在他所处的时代，选择其同时代的人物（侯德榜）、科研机构（黄海研究社）、刊物（留美学生季报）等，与任鸿隽及其领导下的中国科学社生物研究所、主编的《科学》杂志等进行对比，以便认识任鸿隽在留学生群体中属于哪一类，并看清“中国科学社”以及《科学》杂志在事业定位方面的问题，从而对任鸿隽推进科学文化的理念和实践路径有一个基本的评价。
第3章从美英科学社团的发展路径看任鸿隽的事业。这里涉及一个通常的观点，即任鸿隽推展科学文化所遇到的一切坎坷，主要是因为中西文化土壤不同，也就是说，植根于西方的科学之花对中国水土不服。但问题并不这么简单。实际上，美国的富兰克林学会和英国皇家学会在发展过程中，都能将科学事业的发展与本国社会发展的实际需求结合起来，从而取得了双赢。作者认为，任鸿隽推进科学文化事业路径选择的最大失误，是未将中国科学社的事业与当时中国社会的实际需求结合起来。因为他当时的这种失误，导致中国科学社在发展过程中因缺乏资金和缺乏社会理解而逐步举步维艰，在传播科学文化上的成效大受限制。
第4章主要讨论任鸿隽重视科学宣传却忽视了更加实际的科学教育。比如，任鸿隽当初在策略上没有把科学社社员组织起来到中学兼职，通过教学实践了解学生的知识结构和语言表达习惯，进行科学名词翻译和自编学生容易接受的理科教科书。这本来是一个非留学生莫属的责无旁贷的意义重大的工作，因为它需要一定的科学知识水平和英语水平。做这项工作既能产生社会效益，又能获得经济回报。而且从中国科学文化发展的大局看，1918年回国的中国科学社若能让20年代的中学生都能受到良好的理科教育，20世纪30年代中国科学的面貌也会焕然一新。但事实却不是这样，这也让一直为科学摇旗呐喊的任鸿隽尴尬万分。任鸿隽在这方面的失误，还在于他回国后没有认真调查前人在中国推进科学的成败得失，尤其没有总结张相文的成功经验，没有汲取中国地学会失败的教训，没有接过留学生薪火相传的接受西方科学的接力棒。
第5章深入探讨任鸿隽对人格独立与学术自由的追求，进而全面地认识其在实际工作中缺乏灵活应对的性格特点。具体分析他在东南大学、四川大学、中基会、以及建国后的经历，说明任鸿隽只能在独立自由的状态下发挥才干。作为社会活动家的他情商不高，只是一门心思本着科学精神办事，不会随着环境的变化灵活变通，这在许多情况下都不利于其全力推进科学文化事业。
第6章透析任鸿隽的科学文化观，认为任鸿隽对中国科学文化的认识过于笼统，而他对西方科学文化的认识也有失偏颇，尤其是过于推崇归纳法和培根对西方科学所产生的贡献。他身上甚至有一定程度的“科学万能论”思想。当然，这一点也不是任鸿隽一个人的问题，而是早期留学生的通病，但在任鸿隽这里表现得尤为明显，因此，任鸿隽当时在中国也是科学主义的代表。另外，像胡适是白话文运动的旗手一样，学术界也大都把科学救国与任鸿隽的名字及其一生的奋斗如影随形地联系在一起。所以，本章最后落在对任鸿隽“科学救国”理想的剖析上，评析了任鸿隽的科学救国思想，注意了中国科学社成立前中国科学救国的呼声，讨论了任鸿隽在推进科学救国事业方面陷入的某些误区。比如，任鸿隽在“科学救国”的宣传方面没有接过蓝兆乾的接力棒，而是另起炉灶，空言救国，整体上未能在救国方面充分发挥科学的作用。
关键词：任鸿隽；科学文化；理念与实践；科学救国
Abstract
Since the Self-Strengthening Movement, the Chinese intelligentsia's knowledge and understanding of science have experienced in three phases: technology, knowledge, and spirit. By the early 1920s, we could say that we had just completed the transition from technology to knowledge, and still need for a spiritual understanding of science. As a significant figure in the history of modern Chinese science and culture, Hongjun Ren started the development of China’s scientific and cultural spread career in this period. Therefore, Hongjun Ren's career is to help China's intelligentsia realize the second transition - the transition from the knowledge phase to the spiritual phase.
Ren Hongjun was influenced by Poincare and treated the pursuit of truth as the goal of scientific activities. He believes that this is what scientists should pursue and practice. He did not choose to become a scientist to do professional scientific research but to spread the scientific spirit science and culture in China, and tried his best to integrate Western science to China, to achieve its ideal of "scientific salvation". In another way, his spread of scientific spirit and cultural is under the belief of scientific salvation. He achieved remarkable accomplishemnt and produced important influence which makes him undoubtedly one of China's most important broadcasters of scientific spirit and bearers of scientific culture in the 1920s.
However, from the overall perspective of China's development. HongJun Ren also took a detour in spreading the scientific spirit、advancing science and culture, and practicing his scientific ideal of saving the country. Especially, he only chose an elitist way: the establishment of the China Science Society, founded the journal "Science" and published scientific papers. His practice just limited in the intellectual circle and did not respond to the urgent scientific and technological needs of Chinese society at that time, he also failed to use the power of government to promote the ideals of society which makes it impossible for the career that he struggled with to flourish with the trend. Although he did a lot of work at that time, he was still a highly qualified and scientific propagandist. His promotion of China's scientific and cultural career has manifested obvious limitations.
In fact, in the 1920s China has just gone through the abolition of the imperial examination system in 1905 and the 1911 Revolution. The whole country had consistently recognized that the traditional imperial examination education is a major cause of a series of political and military failures in the late Qing Dynasty in China and the new education system was being built. However, at the beginning of the new school system, Hongjun Ren did not choose to write science textbooks to advance the education of science. In addition, he did not devote himself to supporting industries which urgently needed for development at that time. In a certain sense, Hongjun Ren promoted his ideal of “scientific salvation” but avoided the two current trends of “rejuvenating the country by education” and “save the country by industry” . This has caused his career lost the supports. The activities of"China Science Society" cannot find a support from society which makes some basic work he has done to advance science and culture has also become unpratical.
The research on Hongjun Ren, the academic circle is currently focusing on its influence and “successful” aspect, especially the “China Science Society” led by him which were seen as pioneers of promoting science and culture in China, but there is nobody talked about the limitations of his career , especially from the perspective of the overall situation of the Chinese society at that time, as well as Hongjun Ren 's understanding and practical ability. The purpose of this article is to fully affirm Hongjun Ren 's and his leadership of the China Science Society under the premise of China's promotion of scientific and historical achievements, from the perspective of social effects, research and evaluation of Hongjun Ren, trying to reveal the failure of him . The contents of the discussion included his career direction and path selection, knowledge base, personal character, and issues such as failure to learn from the successes and failures of previous generations.
The main sections of this thesis are as follows：
Chapter 1 Discusses Hongjun Ren 's experience in studying and his thought. Hongjun Ren 's choice of concept and practice path for promoting science and culture is closely related to his understanding of science and his personal aspirations which determine his research. His research experience and thought are the starting of this paper.
Chapter 2 Compares the different ways of " Scientific Salvation " at the beginning of his return to China. At that time, take some examples ,such as Figures (i.e.Hou Debang), scientific research institutions (i.e.Huanghai Research Society), and publications (the quarterly student quarterly report for the United States), etc, Hongjun Ren and the Institute of Biological Sciences of China Science Society under his leadership. The editor of" Science" , the editor-in-chief, etc. From the comparison to understand Hongjun Ren’s category in the international student community and to get the orientation of “China Science Society” and “Science”. There is a basic evaluation of his ideas and practice of promoting scientific and cultural advancement.
Chapter 3 Analyses the Hongjun Ren’s career from the development of the American and British scientific association. Here is a general point, that is, all the ups and downs encountered by Hongjun Ren in pushing forward science and culture are mainly due to the differences of Chinese and Western cultures. That is to say, the flowers of science rooted in the West are not acceptable to China's land. But the problem is not so simple. In fact, during the development of the Franklin Institute and the Royal Society of the United States, both the development of the scientific career and the actual needs of the country’s social development can be combined to achieve a win-win situation. The author believes that the biggest mistake made by Hongjun Ren in promoting scientific and cultural path is that he had not combined the China Science and Society with the actual needs of the Chinese society at that time. Because of his mistakes, China Science and Technology Society had been so hard ,lacking of funds and social understanding in the development process. Its effectiveness in disseminating science and culture has been greatly limited.
Chapter 4 Mainly discusses that HongJun Ren attaches importance to scientific propaganda but ignores practical science education. Hongjun Ren did not organize the members of the scientific community to middle school do part-time jobs. Through the teaching practice to understood the students' knowledge structure and language expression habits. He didn’t not do some scientific terminology translation and compile science textbooks that students could easily accept. This has always been an extremely important task for non-university students because it requires a certain level of scientific knowledge and English. Doing this job can produce social benefits and economic returns. From the overall perspective of the development of science and culture in China, the Chinese Science Society could give middle school students in the 1920s a good science education, and the appearance of Chinese science in the 1930s will be completely new. But this is not the case. It also makes Hongjun Ren in an awkward position who has always shook the flag for science. Ren Hongjun 's mistakes in this respect also lie in his failure to seriously investigate the successes and failures of his predecessors in China after his returning to China, especially not summing up the successful experience of Xiangwen Zhang, failing to learn the failure of China’s Earth Assocoation, and failing to accept the overseas students’ idea of accepting Western science.
Chapter 5 Discusses Hongjun Ren 's pursuit of personality independence and academic freedom, and then fully understand the personality traits that he lacks in the practical work. Specifically analyzing his experience in Southeast University, Sichuan University, the China Foundation, and the founding of the People's Republic of China. It shows that Ren Hongjun can only play his talents in an independent and free state. As a social activist, he has a low level of emotional intelligence. He only works in a scientific spirit and will not be flexible with changes in the environment. This in many cases is not conducive to promoting science and culture.
Chapter 6 Analyzes Hongjun Ren’s scientific and cultural outlook, and believes that HongJun Ren’s understanding of Chinese science and culture is too superficial. His understanding of Western science and culture is also biased, especially overemphasized contribution of induction and Bacon’s contribution to Western science. There is even a certain belief of "scientific universalism" in his research. Of course, this is not a problem of Hongjun Ren alone. It is a common problem for early overseas students. However, HongJun Ren is particularly obvious. Therefore, Ren Hongjun was also a representative of scientism in China at that time. In addition, like we see Shi Hu as the flag bearer of the New Culture Movement, the academic community associates "saving the country by science" with Hongjun Ren. Therefore, this chapter ended up in an analysis of Hongjun Ren’s ideal of “saving the country by science”, pay attention to the voice of China’s science to save the country before the establishment of China Science Society, and discussed the mistakes that Hongjun Ren do in advancing science to save the country. For instance, Hongjun Ren did not receive the relay of Lan Zhaoqian, but set up a new way and talk to save the country but do nothing. In general he failed to play the role of science in saving the country.
Keywords: Ren Hongjun; Scientific Culture; Belief and Practice; Scientific Salvation;
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