盧梭式的歷史教育：以動畫劇本張騫的編寫為例

盧梭在1762年的著作《愛彌兒》(Émile)中提到歷史教育和歷史書寫的問題。盧梭認為歷史教育應該服務於其改造人類社會道德的宏大藍圖，年輕學生於進入社會前應該通過學習歷史來豐富自身的道德涵養；在學習歷史時，重點不在於記憶歷史事件，而在於通過歷史理解自己的生活和人類的命運，以尋找生存的意義。在歷史教育中結合盧梭理論，我們會遭遇一些具體的困難。當我們研讀歷史文獻的時候，會發現其內容往往非常豐富，並且有很多層次。比如《史記》和《漢書》裹有關張騫的記載都極為豐富多彩。那麼我們如何將這段歷史教給年輕學生呢？其中的關鍵涉及到我們對這段歷史的再解讀。本文試圖結合盧梭有關歷史教育的理論，探討我們嘗試將張騫通西域的歷史介紹給年輕學生時如何重新解讀文獻並以戲劇化的形式再現這段史實，以培養年輕學生的道德涵養，讓他們理解自己和別人的生命意義。
In his renowned work on education Émile, Rousseau discusses the problems and hopes of historical education and historical narratives. He argues that historical education should contribute to the improvement of human morals; young students should study history for the purpose of moral cultivation; and when studying history, students should aim at not remembering historical facts but understanding their own lives and the destiny of mankind. We may encounter difficulties when incorporating Rosseau’s theory into the practice of historical education. For example, the records on Zhang Qian in Shiji and Hanshu are colorful and sophisticated. How should we teach Zhang Qian’s life to young students? The key lies in how we reinterpret Zhang Qian’s trips to Xiyu (Western Regions). This essay reflects upon the ways in which I, as a historian and an author of historical plays, reinterpreted historical sources about Zhang Qian and then represented Zhang’s trips via a historical play to cultivate moral sensibility in young students’ hearts, helping them understand the meaning of life. Copyright © 2021 中華書局(香港)有限公司.