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農業特色通識教育——國際經驗與南農方案

南京農業大學原副校長 董維春

　　通(tong)識(shi)教(jiao)育源(yuan)于美國，繼承并(bing)發展了自由教(jiao)育(博(bo)雅教(jiao)育)思(si)想(xiang)，適應了科學高度分化(hua)和國家現(xian)代化(hua)需要(yao)。在新(xin)農(nong)科建設中，南京農(nong)業大學實(shi)施了以“南農(nong)八門課”為(wei)核心的農(nong)業特色通(tong)識(shi)教(jiao)育，“通(tong)專結合”培養拔尖創新(xin)人才(cai)。

　　一、通識教育與古典自由教育的區別

　　“大(da)學(xue)之道，在(zai)明明德，在(zai)親(qin)民，在(zai)止(zhi)于(yu)至善”，這是(shi)(shi)中(zhong)國(guo)(guo)《禮(li)記》中(zhong)對(dui)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)宗旨的(de)(de)描述。在(zai)一(yi)(yi)般(ban)語(yu)境中(zhong)，通(tong)識教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(General Education)與自(zi)由(you)(you)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)或(huo)博(bo)雅教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)(Liberal Education)經常混用，其(qi)實這是(shi)(shi)不同社(she)會背景(jing)下的(de)(de)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)思想(xiang)，有必(bi)要加(jia)以(yi)厘清。自(zi)由(you)(you)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)源于(yu)古(gu)(gu)希(xi)臘，由(you)(you)亞(ya)里士多德最早提出(chu)(chu)，目的(de)(de)是(shi)(shi)在(zai)城邦社(she)會中(zhong)培養自(zi)由(you)(you)民。文藝復興、科(ke)學(xue)革(ge)命和啟蒙運(yun)動后，歐洲古(gu)(gu)典(dian)大(da)學(xue)打破(po)了(le)中(zhong)世紀(ji)大(da)學(xue)經院(yuan)哲學(xue)傳統(tong)，英國(guo)(guo)發展了(le)紳士教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)和科(ke)學(xue)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)，法國(guo)(guo)提出(chu)(chu)了(le)國(guo)(guo)民教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)思想(xiang)，德國(guo)(guo)興起了(le)研究型大(da)學(xue)。美(mei)國(guo)(guo)在(zai)繼(ji)承歐洲傳統(tong)基礎上(shang)創新(xin)，將古(gu)(gu)典(dian)主義(yi)(yi)與實用主義(yi)(yi)結合，形成了(le)高等教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)的(de)(de)美(mei)國(guo)(guo)模式，提出(chu)(chu)了(le)通(tong)識教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)，以(yi)1828年《耶(ye)魯報告》和1945年《哈佛紅皮(pi)書》為代(dai)表。通(tong)識教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)是(shi)(shi)在(zai)科(ke)學(xue)高度分(fen)(fen)化和國(guo)(guo)家(jia)現代(dai)化背景(jing)下提出(chu)(chu)的(de)(de)，核心是(shi)(shi)“通(tong)專(zhuan)結合”，一(yi)(yi)方(fang)面吸收(shou)了(le)古(gu)(gu)典(dian)自(zi)由(you)(you)教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)“以(yi)人(ren)的(de)(de)發展為中(zhong)心”思想(xiang)，另一(yi)(yi)方(fang)面適應(ying)了(le)學(xue)科(ke)分(fen)(fen)化與國(guo)(guo)家(jia)現代(dai)化需(xu)要，詮釋了(le)亞(ya)里士多德的(de)(de)觀點“教(jiao)(jiao)(jiao)(jiao)(jiao)育(yu)(yu)(yu)(yu)的(de)(de)目的(de)(de)是(shi)(shi)促進人(ren)與社(she)會的(de)(de)雙(shuang)重完善”。

　　二、中國高校通識教育的發展階段與主要問題

　　1952年的(de)全國(guo)院(yuan)系(xi)調整，形成了(le)綜合(he)性(xing)(xing)大(da)(da)學(xue)(xue)與(yu)(yu)(yu)單(dan)科性(xing)(xing)學(xue)(xue)院(yuan)辦學(xue)(xue)格局，成為后續(xu)教育(yu)(yu)(yu)改(gai)革的(de)“路(lu)徑依(yi)賴(lai)”。建國(guo)初期(qi)，經濟社會發展水平相對(dui)較低，以“專(zhuan)業(ye)(ye)教育(yu)(yu)(yu)”思路(lu)培養各類高級專(zhuan)門人(ren)(ren)才，適應(ying)了(le)當時(shi)的(de)社會需(xu)要。改(gai)革開(kai)放后，中(zhong)國(guo)加快(kuai)了(le)現(xian)代化(hua)建設進程(cheng)(cheng)，高等(deng)(deng)教育(yu)(yu)(yu)和(he)經濟社會都進入了(le)快(kuai)速發展階(jie)段(duan)，單(dan)科性(xing)(xing)專(zhuan)業(ye)(ye)教育(yu)(yu)(yu)已經難以適應(ying)新(xin)型人(ren)(ren)才需(xu)求。上(shang)世紀末，國(guo)家推進了(le)文化(hua)素質教育(yu)(yu)(yu)，成為通(tong)識教育(yu)(yu)(yu)的(de)基礎(chu)(chu)(chu)。新(xin)世紀初，中(zhong)國(guo)高等(deng)(deng)教育(yu)(yu)(yu)開(kai)啟(qi)了(le)大(da)(da)眾化(hua)進程(cheng)(cheng)，系(xi)統引(yin)進了(le)美國(guo)通(tong)識教育(yu)(yu)(yu)思想，但(dan)還存在(zai)(zai)很多問(wen)題，主要表現(xian)為：通(tong)識教育(yu)(yu)(yu)功能(neng)定位與(yu)(yu)(yu)教學(xue)(xue)方法缺乏(fa)認知，綜合(he)性(xing)(xing)大(da)(da)學(xue)(xue)通(tong)識教育(yu)(yu)(yu)模式并不(bu)適合(he)行業(ye)(ye)特色高校，通(tong)識教育(yu)(yu)(yu)課(ke)程(cheng)(cheng)與(yu)(yu)(yu)公共(gong)基礎(chu)(chu)(chu)課(ke)程(cheng)(cheng)經常混淆，專(zhuan)業(ye)(ye)課(ke)程(cheng)(cheng)教學(xue)(xue)方法被簡單(dan)移植到通(tong)識課(ke)程(cheng)(cheng)教學(xue)(xue)等(deng)(deng)。在(zai)(zai)新(xin)時(shi)代，高等(deng)(deng)教育(yu)(yu)(yu)要適應(ying)教育(yu)(yu)(yu)強國(guo)需(xu)要，在(zai)(zai)大(da)(da)眾化(hua)基礎(chu)(chu)(chu)上(shang)如何保(bao)護和(he)發展精(jing)英教育(yu)(yu)(yu)成為時(shi)代命題。在(zai)(zai)卓越(yue)拔尖計劃和(he)新(xin)農科等(deng)(deng)“四新(xin)”建設背景下，通(tong)識教育(yu)(yu)(yu)應(ying)該具有(you)多樣(yang)性(xing)(xing)和(he)中(zhong)國(guo)特色。

　　三、農業特色通識教育的“南農方案”

　　農(nong)(nong)(nong)(nong)耕文(wen)明(ming)是人(ren)(ren)類文(wen)明(ming)的(de)(de)(de)基(ji)礎，已有一萬年歷史。農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)發展經歷了(le)(le)原始農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)、傳統農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)和(he)現(xian)(xian)代(dai)農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)三(san)(san)個階段(duan)。原始農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)以采集和(he)漁獵生(sheng)活(huo)為(wei)特(te)(te)(te)(te)征，生(sheng)產力水平較(jiao)低。傳統農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)以經驗(yan)和(he)技(ji)術(shu)為(wei)主，自然經濟占主導地(di)位。現(xian)(xian)代(dai)農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)則廣(guang)泛運(yun)用現(xian)(xian)代(dai)科(ke)(ke)學(xue)(xue)技(ji)術(shu)，要(yao)適應人(ren)(ren)口(kou)規模(mo)巨大(da)(da)(da)和(he)人(ren)(ren)與(yu)自然的(de)(de)(de)和(he)諧。改(gai)革開放后，中國(guo)(guo)高等農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)已經從單科(ke)(ke)性農(nong)(nong)(nong)(nong)學(xue)(xue)院逐步發展為(wei)多(duo)科(ke)(ke)性農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)大(da)(da)(da)學(xue)(xue)和(he)行業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)特(te)(te)(te)(te)色研(yan)(yan)究型大(da)(da)(da)學(xue)(xue)。農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)強國(guo)(guo)建設需要(yao)促進(jin)一二三(san)(san)產融(rong)合(he)、城鄉(xiang)融(rong)合(he)和(he)學(xue)(xue)科(ke)(ke)交叉融(rong)合(he)，通(tong)(tong)過(guo)新(xin)(xin)農(nong)(nong)(nong)(nong)科(ke)(ke)建設，形(xing)成(cheng)中國(guo)(guo)特(te)(te)(te)(te)色的(de)(de)(de)高等農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)體(ti)系。南(nan)(nan)京農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)大(da)(da)(da)學(xue)(xue)在研(yan)(yan)究世界和(he)中國(guo)(guo)高等農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)教(jiao)(jiao)(jiao)育(yu)(yu)發展模(mo)式(shi)(shi)的(de)(de)(de)基(ji)礎上，結合(he)農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)發展和(he)校本(ben)(ben)實際(ji)，對通(tong)(tong)識(shi)(shi)(shi)教(jiao)(jiao)(jiao)育(yu)(yu)進(jin)行了(le)(le)系統改(gai)進(jin)，提出了(le)(le)農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)特(te)(te)(te)(te)色通(tong)(tong)識(shi)(shi)(shi)教(jiao)(jiao)(jiao)育(yu)(yu)概念。農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)特(te)(te)(te)(te)色通(tong)(tong)識(shi)(shi)(shi)教(jiao)(jiao)(jiao)育(yu)(yu)是多(duo)樣(yang)性通(tong)(tong)識(shi)(shi)(shi)教(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)具體(ti)表現(xian)(xian)，是在吸收(shou)通(tong)(tong)識(shi)(shi)(shi)教(jiao)(jiao)(jiao)育(yu)(yu)一般模(mo)式(shi)(shi)基(ji)礎上，在“農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)特(te)(te)(te)(te)色”上做文(wen)章，以“通(tong)(tong)專(zhuan)(zhuan)結合(he)”的(de)(de)(de)思路(lu)培(pei)養(yang)拔尖(jian)創(chuang)(chuang)新(xin)(xin)人(ren)(ren)才。以“南(nan)(nan)農(nong)(nong)(nong)(nong)八門課(ke)(ke)”為(wei)核心的(de)(de)(de)農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)特(te)(te)(te)(te)色通(tong)(tong)識(shi)(shi)(shi)核心課(ke)(ke)程，系統建設了(le)(le)六(liu)個大(da)(da)(da)類(文(wen)學(xue)(xue)藝術(shu)、歷史研(yan)(yan)究、社(she)會分(fen)析、哲學(xue)(xue)方(fang)法、科(ke)(ke)學(xue)(xue)探索、外國(guo)(guo)文(wen)化)，40多(duo)門通(tong)(tong)識(shi)(shi)(shi)核心課(ke)(ke)程，其中三(san)(san)分(fen)之一是農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)特(te)(te)(te)(te)色課(ke)(ke)程(如(ru)世界農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)文(wen)明(ming)史、大(da)(da)(da)國(guo)(guo)三(san)(san)農(nong)(nong)(nong)(nong)與(yu)鄉(xiang)村振興、農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)倫理、生(sheng)態文(wen)明(ming)、絲(si)綢之路(lu)等)，學(xue)(xue)生(sheng)按六(liu)個大(da)(da)(da)類分(fen)布(bu)選修(xiu)八門課(ke)(ke)程(即(ji)南(nan)(nan)農(nong)(nong)(nong)(nong)八門課(ke)(ke))。2015年以來，農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)特(te)(te)(te)(te)色通(tong)(tong)識(shi)(shi)(shi)教(jiao)(jiao)(jiao)育(yu)(yu)取得了(le)(le)較(jiao)好的(de)(de)(de)效(xiao)果，形(xing)成(cheng)了(le)(le)農(nong)(nong)(nong)(nong)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)特(te)(te)(te)(te)色通(tong)(tong)識(shi)(shi)(shi)教(jiao)(jiao)(jiao)育(yu)(yu)的(de)(de)(de)“南(nan)(nan)農(nong)(nong)(nong)(nong)方(fang)案”，2024年得到了(le)(le)本(ben)(ben)科(ke)(ke)教(jiao)(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)(jiao)學(xue)(xue)審(shen)核評估專(zhuan)(zhuan)家的(de)(de)(de)肯定。同(tong)時，與(yu)“金善寶書院”結合(he)，通(tong)(tong)過(guo)金善大(da)(da)(da)講堂、科(ke)(ke)研(yan)(yan)訓練、創(chuang)(chuang)新(xin)(xin)創(chuang)(chuang)業(ye)(ye)(ye)(ye)(ye)(ye)(ye)(ye)、耕讀教(jiao)(jiao)(jiao)育(yu)(yu)和(he)國(guo)(guo)際(ji)訪學(xue)(xue)等一系列榮譽課(ke)(ke)程，以“通(tong)(tong)專(zhuan)(zhuan)結合(he)”的(de)(de)(de)方(fang)式(shi)(shi)培(pei)養(yang)農(nong)(nong)(nong)(nong)科(ke)(ke)拔尖(jian)創(chuang)(chuang)新(xin)(xin)人(ren)(ren)才。

　　(本(ben)文系作者(zhe)在建設教育強國·高等(deng)教育改革(ge)發展論壇(tan)之平(ping)行論壇(tan)新農科 2.0 建設與創新人才培養論壇(tan)上(shang)的報告)