青海師范大學中國語言文學一級學科研究生通識課程
“跨文化中國學研究方法論”第九講
白樂桑教授《法國漢學淵源的文化背景》
主講教授簡介：白樂桑（Jo?l Bellassen），法國國家東方語言文化大學教授，法國漢學家，國際著名漢語教育家。法國榮譽國民教育漢語總督學，歐洲漢語教學協(xié)會主席、法國漢語教學協(xié)會主席，世界漢語教學學會副會長。白樂桑教授長期致力于漢語漢字文化教育在法國和其他歐洲國家的推廣，做出卓越貢獻，獲法國政府頒發(fā)的學術(shù)棕櫚司令勛章。白樂桑教授曾于上世紀70年代留學于北京大學哲學系和北京語言學院?，F(xiàn)為北京師范大學、北京語言大學、南開大學等中國多所高校聘任的客座教授，出版《漢語語言文字啟蒙》、《跨文化漢語教育學》等著作和發(fā)表論文百余種。白樂桑教授為中法跨文化交流做出了重大貢獻，獲中國政府頒發(fā)的中國語言文化友誼獎和中華優(yōu)秀圖書特殊貢獻獎。
2022年5月7日，青海師范大學中國語言文學一級學科“跨文化中國學研究方法論”研究生課進入第九講，法國國家東方語言文化大學白樂桑（Jo?l Bellassen）教授主講，題目為《法國漢學淵源的文化背景》。青海師范大學文學院、青海師范大學高原科學與可持續(xù)發(fā)展研究院、北京師范大學跨文化研究院、南京大學、韓國漢陽大學和比利時魯汶大學的師生近60人線上聽講。青海師范大學文學院副院長劉曉林教授主持本課。
法國漢學史和中文教育史長期居于世界領(lǐng)先地位，引起東西方各國的矚目。但兩者之間存在著怎樣的聯(lián)系？哪些理論遺產(chǎn)可以分享？以及中國高校的人文學科建設(shè)能否從中獲得有益的啟示？這是一連串的問題。它們過去往往被分散地討論，缺乏關(guān)聯(lián)性的分析和整體研究，白樂桑教授對此開展了系統(tǒng)性的研究。
一、法國漢學史和中文教育史
白樂桑教授認為，歐洲漢學發(fā)軔于意大利和西班牙，但成型于法國。自17世紀中葉起，法國的政治、哲學、思想、宗教、歷史、詩歌、繪畫和小說各界接觸到中國文化信息，涌現(xiàn)了很多書籍，談?wù)摑h字、漢語和中國歷史。18世紀后期，法國出現(xiàn)首位漢學教授雷慕莎，從此將法國漢學史與中文教育聯(lián)系在一起。在這一過程中，中國的康熙皇帝和法國的路易十四太陽王，法國的耶穌會士和中國的基督教家庭子弟、法國的國王數(shù)學家、醫(yī)藥學家、哲學家、文學家和藝術(shù)家等，都為之做出了貢獻，伏爾泰和雨果還成為家喻戶曉的歷史人物。20世紀以來，戴密微和汪德邁創(chuàng)造了“了解他者”的漢學，為法國漢學增添了新財富。
白樂桑教授的深刻之處，見于他對“東方主義”和系列概念的新闡釋，并由此揭示法國漢學與法國中文教育聯(lián)袂的深層背景。當時在法國，所謂“東方”，指中國、伊斯蘭文明和非洲。白教授說，“東方主義”思潮在歐洲浪漫主義和啟蒙思想運動中產(chǎn)生，孕育出兩大“交匯點”：一是詩歌、文學、書法、繪畫與中國傳統(tǒng)文化的交匯點，一是哲學與漢語的交匯點。一批概念發(fā)生悄然變化，如“東方”、 “東方學”、“亞洲學”、“語言”、“語法”、“詞典”、“知識”和“學科”等。在這些變化中，人們對漢學或中國學的概念一步步形成。
二、法國中文教育理論遺產(chǎn)
意大利漢學家路易薩曾在第二講中提到意大利漢學三關(guān)：想象的漢學、宗教的漢學和科學的漢學，三者都有中文教育。白樂桑認為，法國中文教育的特征是與宗教無關(guān)，而具有自己的特點：理性思維，多語種，視野開闊，對中國各門學問都感興趣，而非局限于中國傳統(tǒng)文化。早期來華傳教士都是學者，有自己的專業(yè)，涉獵文理科， 可以用科學方法從事研究輔以翻譯與教學。雷慕莎創(chuàng)建了理性漢學與理性中文教育，由他開始，法國漢學界設(shè)立了中文講席、法蘭西公學講壇，組織編纂漢語教材，編輯中法拉丁三語詞典，開設(shè)大學漢語課程。經(jīng)過近三個世紀的發(fā)展，法國的中文教育積累了豐厚的遺產(chǎn)。
三、中文教育學科建設(shè)
(一)學科史。學科史是一個學術(shù)命題。學術(shù)史的范疇，包括學科知識論、知識診斷論、知識形態(tài)，學科的形成史和學科發(fā)展模式論等。研究學科史的方法，不應(yīng)該是進化論的，而應(yīng)該看到它的非連續(xù)性，乃至有斷層或裂變。福珂(Michel Foucault)是這一領(lǐng)域的鼻祖。巴什拉(Barchelard) 從障礙的角度提出科學的認識論。合格的中文教師需要具備學科史知識，了解學科傳統(tǒng)，研究教育模式。
(二)學科組織。法國有兩個：法國漢學協(xié)會(AFEC)和法國漢語教學協(xié)會(AFPC)。
(三)國民教學體系。法國政府將中文教育納入國民基礎(chǔ)教育體系，列入其他外語項目，發(fā)行《歐洲語言通用參考框架》。
(四)標志性成果。迄今為止，法國創(chuàng)立了第一個漢學教席(1814)、第一個中文系(1843)，第一所開設(shè)中文課程的中學(1958)，法國教育部首次開展?jié)h語專業(yè)師資認證會考(CAPES，1966)，法國高考納入中文考試(1968)，完成《大利氏》這部最大的漢語雙語詞典(2001)，制定第一套完整的漢語教學大綱(2002)，設(shè)置第一任國民教育漢語總督學(2006)。
白樂桑教授操一口標準流利的漢語，熟練地運用中文PPT，全面闡釋研究觀點，使這堂課別開生面而氣氛熱烈，全體師生興趣盎然地跟他走進一個跨文化的法國中文教育世界。青海師范大學文學院副院長劉曉林教授與青海師范大學文學院院長暨北師大民俗典籍文字研究中心原主任李國英教授都與白樂桑教授進行了學術(shù)交流。他們指出，白教授提供了一部創(chuàng)新性的法國中文教育史，同時為青海師大人文學科建設(shè)提供了寶貴的“他山之石”。他們真誠地邀請白樂桑教授在適當?shù)臅r候來青海師大治學執(zhí)教，為開辟國際中文教育與文化多樣性結(jié)合的新方向而共同努力。
白樂桑教授《法國漢學淵源的文化背景》的授課現(xiàn)場（2022年5月7日）
Postgraduate General Course of the First-Level Discipline
Chinese Language and Literature of Qinghai Normal University
“Methodology of Transcultural Study on Chinese Society and Culture”
Invites Professor Jo?l Bellassen As a French Sinologist to Deliver the Lecture
“On Cultural Background of Chinese Teaching and Research in France”
On May 7th, 2022, the ninth lecture of “Methodology of Transcultural Study on Chinese Society and Culture”, postgraduate general course of the first-level discipline Chinese Language and Literature of Qinghai Normal University, was delivered by a famous French Sinologist, Professor Jo?l Bellassen from National Institute for Oriental Languages and Civilizations, Paris online. The title of his lecture was “On Cultural Background of Chinese Teaching and Research in France”.
The history of Chinese teaching and research in France have long been in the leading position in the world since middle time of 17th century, attracting the attention of the East and the West. Anyway, What is the conjunction of the research for China and Chinese teaching? What theoretical heritage can be shared? Can the construction of humanities in Chinese universities get beneficial enlightenment from it? Many questions such as them used to be discussed in different ways, lacking correlation analyses and integral studies, whereas Professor Jo?l Bellassen has carried out this research systematically based on his huge practices.
I. The History of Chinese teaching and research in France
Professor Jo?l Bellassen believes that Chinese Studies in European originated in Italy and Spain, but shaped by France. Since the mid-17th century, at the fields of French politics, philosophy, thought, religion, history, poetry, painting and fiction have been exposed to Chinese culture, and some books have emerged on Chinese characters, Chinese language and Chinese history.
In the late 18th century, the first Professor of Chinese teaching and research in the Institute of France, Professor Jean Pierre Abel Rémusat, linked the history of the research for China with the history of Chinese teaching in France. In this process, the Emperor Kangxi in Qing dynasty of China, the Sun King Louis XIV of France, the Jesuits of France, the offspring of Christian families in China, the French mathematicians, medical scientists, philosophers, writers and artists, all made their contributions to it. Voltaire and Hugo also became well-known historical figures. Since the 20th century, Professor Paul Demiéville and Professor Léon Vandermeersch have established “understanding the other” in Chinese studies, adding new wealth to the academic accumulation of Chinese studies in France.
The depth of the research by Professor Bellassen lies in his new interpretation of “Orientalism” and a series of concepts, revealing the in-depth background of Chinese teaching and research in France. At that time, “the Orient” denoted China, Islamic civilization and Africa in France, according to Professor Bellassen, “Orientalism” emerged in European Romanticism and Enlightenment movements, giving birth to two “intersections”. One is the intersection of poetry, literature, calligraphy, painting and traditional Chinese culture. The other is the intersection of philosophy and Chinese characters and language. A number of concepts have quietly changed, such as “the Orient”, “Orientalism”, “Asian Studies”, “mother tongue ”, “grammar”, “dictionary”, “knowledge” and “discipline”. In these changes, the concept of research for China or Sinology has been gradually formed.
II. The Theoretical heritage of Chinese Teaching in France
According to Professor Jo?l Bellassen, Chinese teaching in France has little connection with religion, but has its own characteristics: rational thinking, multilingualism and broad vision, and interest in research. It is interested in a variety of directions ,not confined to traditional Chinese culture. Early missionaries in China from France were mostly scholars with their own specialties, majoring in liberal arts, science and technology, could conduct research with scientific methods supplemented by French and Chinese bilingual translation and teaching. Since Professor Jean Pierre Abel Rémusat established the rational Chinese research as well as rational Chinese teaching as a pioneer who was followed by many talents from generation to generation. After nearly three centuries of development, French academic circle has accumulated a rich heritage of it and appeared a new trend of Chinese education.
III. Construction of Discipline of Chinese Education
(1) Disciplinary History. Disciplinary history is an academic proposition. The category of academic history includes disciplinary knowledge theory, knowledge diagnosis theory, knowledge form, discipline formation history, discipline development mode theory, etc. The method of studying disciplinary history should not be evolutionary, but its discontinuity, or even a fault or fission should be noticed. Michel Foucault is the originator of this field. Barchelard presents scientific epistemology from the perspective of obstacles. Qualified Chinese teachers are supposed to have disciplinary history knowledge, understand disciplinary traditions, and study education models.
(2) Discipline Organization. There are two discipline organizations in France, namely, Association francaises d’Etudes chinoises (AFEC) and Association Fran?aise des Professeurs de Chinois (AFPC).
(3) Chinese Teaching System at National level. French government has incorporated Chinese education into the national basic education system, listed it in the national projects of foreign language teaching, and issued Cadreeuropéen commun de référence pour les langues.
(4) Representative Achievements. France established the first teaching post of Chinese Studies (1814), the first Chinese department (1843), the first middle school were started the Chinese course (1958), conducted “Certificat d’Aptitude Pédagogique à l’Enseignement Secondaire”by French Ministry of Education for the first time (CAPES, 1966), set up Chinese examination in French college entrance examination(1968), completed a largest bilingual dictionary Le Grand Ricci (2001), developed the first complete Chinese teaching syllabus (2002), and set up the first position as a chief inspector for Chinese education in the Education Ministry of France (2006).
(Trans. by Li Huafang)