西學移植: 從香港私塾教育演變看儒家「六德」的現代重鑄

一直以來，西學輸入對東亞各國都帶來一定衝擊，其中一個顯著影響是加速了當地教育改革的步伐。香港位處中國南方邊陲，始於1842年已逐步割讓給英國政府，由原來一個為人不熟悉的小漁港，逐步晉身成為具國際條件的「優良港口」，由此促使西學暢通無阻，陸續湧進，並在香港植根。20世紀初，中國塾師南來香港定居；他們在抵港後，開館授徒，重執教鞭，延續晚清私塾教育的遺風。塾師具有深厚的國學基礎，精通經史辭章，重視德育培養。然而，在港英政府管治下，香港私塾已漸漸納入現代學校體制中，而塾規亦由校規和校訓所替代。本文通過香港敦梅學塾的歷史演變，探討以下問題：一、雖然塾規和校訓都與儒家德育有密切關係，但它們的性質和功能是否存異？二、香港敦梅學校的校訓由儒家「仁、義、禮、智、信、誠」六德所組成，當時香港知識份子如何闡釋它們的思想內涵？包括通過釋讀《論語》、《大學》、《中庸》各篇聯繫六德經義，兼且在西學基礎下，採用法律學及心理學的知識改造經義。

For a long time, the import of Western learning has had a certain impact on East Asian countries. A significant impact has been accelerating the pace of local education reform. Hong Kong is located in the southern border of China and since 1842, it had been gradually ceded to the British government. From a small unfamiliar fishing port, Hong Kong became an "excellent port" with international conditions allowing the influx of Western learning and its taking root in Hong Kong. At the beginning of the 20th century, Chinese private school teachers came to Hong Kong to settle in the south. After arriving in Hong Kong, they set up schools and resumed teaching, continuing the legacy of private school education in the late Qing Dynasty. These teachers had a profound foundation of Chinese studies, were proficient in classics and historical rhetoric, and attached great importance to moral education. However, under the rule of the British Hong Kong government, private schools in Hong Kong were gradually incorporated into the modern school system, and their school regulations were replaced by school rules and school mottos. This article explores the following questions through the historical evolution of Hong Kong Dunmei School: 1. Although the private school regulations and modern school mottos are both closely related to Confucian moral education, are there any differences in their nature and function? 2. The school motto of Hong Kong Dunmei School is composed of the six Confucian virtues of "benevolence, righteousness, propriety, wisdom, faith, and sincerity". How did the Hong Kong intellectuals interpret their ideological connotations at that time? How did they link the six moral virtues through the interpretation of "The Analects of Confucius", "University" and "The Doctrine of the Mean", and use the knowledge of law and psychology to transform the classics on the basis of Western learning?