首都师范大学哲学系成立，竟然需要郑重其事纪念一番，出版《首都师范大学哲学系成立纪念文集》，对于某一些人来说，是名副其实的“小题大做”。然而，这个“小题”确实有着“做大”的必要与可能。
首都师范大学位于首都北京，这决定了它的尴尬位置。一方面，它享有首都北京的优越地缘资源；另一方面，在名牌高等院校林立的环境里，它却很难显山露水。这是一所地方性的、师范类的高等院校，这个定位（确切地说，对于这个定位的某种成见和偏见）是造成它的尴尬处境的首要原因。
将大学分别为“综合”“理工农医”“师范”等等，并且以为“师范”就是面向中学、小学，面向中等教育、初等教育等等；进而以为这种“面向”就是将自己降低到中学、小学水平，将自己降低到中等教育、初等教育等等水平；这样一种观念早已陈腐不堪。高等教育就是高等教育，“师范”不是我们拒斥大学精神的理由，相反，师范是我们培育大学精神的摇篮。
关于大学精神，这里无法做出任何一种高深研究，我只是以蔡元培当年主政北京大学的教育思想和实践来简要阐释一下。在我国教育历史上，有一个说法是“两个半教育家”，“两个”是指孔子、陶行知，“半个”是指蔡元培。孔子代表了中国传统教育的思想和实践，影响最大；陶行知代表了平民教育的倾向，很有中国特色；而蔡元培则代表了精英教育的倾向，更具现代理念。蔡元培在《就任北京大学校长之演说》中指出：“大学者，研究高深学问者也。”他的这一大学理念反映在当时北京大学办学方针上，就是所谓“学术第一”、“教授治校”、“讲学自由”、“兼容并包”。这四句话对于我们理解大学精神至今仍然是实实在在的至理名言。
什么叫做“学术第一”？这就是说，学术理念是大学的精神所在。大学教师之于学生，关键不在于传授知识，灌输思想，而在于输入学理，研究问题（胡适在《新思潮的意义》中提出“研究问题，输入学理，整理国故，再造文明”）。
什么叫做“学理”？输入学理并不等于简单地传授知识。如果我们将知识理解为各种“知其然”的事实知识和“知其所以然”的原理知识（“言传”型），将技能理解为应用的知识或知识的应用（“意会”型或“身教”型），那么，构成各种事实判断（“是怎样”）和价值判断（“应如何”）等等知识内容的逻辑形式，就是学理。输入学理也不等于简单地灌输思想。不是思想本身，而是思想方法才是学理。凡人都有思想，学人才有学理。人们每时每地都在表达自己的立场和态度，这种凭借直观和猜测的朴素思想在人类早期生活中具有一定的作用和影响，今天就不再具有多大的意义和价值了。只有在学理的衬托下，自由的思想才有魅力。
什么叫做“问题”？不是任何“问题”都是问题，问题是已经发生、尚未解决而又值得研究的。输入学理就是为了研究问题，同时，只有运用学理，才能提出、分析、解决问题。不懂学理，甚至连问题都提不出来，遑论问题的分析和解决。一个人成为教师或作为教师的合法性不在于他/她比学生拥有更多的知识、思想，而在于他/她比学生更好地掌握学理，研究问题。也许一个问题，无论学生，还是教师，都不知道它的所谓标准答案。但是比较学生而言，教师应能知道提出、分析和解决这个问题，获得各种可能答案，在各种可能答案中选择最优答案的方法。这就是教师的本事。
输入学理和研究问题的合成就是学（学理之学）术（提出、分析、解决问题之术）。贯彻“学术第一”原则是贯彻“教授治校”、“讲学自由”两项原则的先决条件。
教授是按照“学术第一”原则评聘的。如果按照地位、资历、指标等等评聘教授，所谓“教授治校”就谈不上，也行不通。“教授治校”涉及到了学术权力和行政权力的关系问题，主张大学管理模式应当从行政主导型转变为学术主导型。官办学（或商办学）是与大学精神格格不入的。但是，“教授治校”并不等于教授当官（也不等于教授理财），这仍然是变相的官办学（或商办学），也不利于学术发展。“教授治校”是以教授为学术的人格化身，依照学术标准，确立学术体制，转变大学资源运作模式：以学术权力为主，以行政权力为辅。学术主导着教学和科研，而行政则为教学和科研服务。
对于某一些人来说，一提及“讲学自由”，就以为倡导自由主义办学方针，而自由主义办学方针则被理解为教师在课堂上面对学生想讲什么就讲什么。其实不然，“讲学自由”同样是被“学术第一”原则所制约，所“讲”必须为“学”，只是在学术领域内才有充分自由。大学课堂既不是简单地灌输任何一种思想的场所（“左”的或“右”的），也不是简单地传授任何一种知识的场所（谋求生存的本领或升官发财的道理），它必须彰显学术的意义和价值。学术在某种意义上是价值中立或者超越实利的，既不等于一种意识形态，也不等于一种生存技艺。只有以学术为本位，才能充分体现学者的人格尊严，进而体现教师的职业光辉。
这样，从“学术第一”到“兼容并包”，便体现了大学所应有的格局。大学之“大”就是它的“兼容并包”，来自五湖四海，——各种知识背景的人、各种思想倾向的人，——走到一起来了，就会形成一派学术繁荣景象。大学之“学”就是它的“学术第一”，人们首先并且主要不是为了生存、升官、发财，而是为了学术走到一起来的。这就叫做“大学”。
作为首届系主任，我有一个梦想，就是以蔡元培当年办北京大学的教育思想和实践为指针，办我们首都师范大学哲学系，将我们哲学系建成为一个“学术第一”和“兼容并包”的学术重镇。
将哲学学科隶属于政治学科，以为教哲学就是教政治，学哲学就是学政治，甚至研究哲学就是研究政治，这一荒谬的体制和观念几乎断送了哲学学科的前程。几十年来，我们高等院校，尤其师范院校一直将哲学学科建制附属于政教、政治、政法等等学科名义之下。首都师范大学哲学学科建制也是这样走过来的，它曾经是政教系、政法系（学院）名义之下的一个教研室，至今仍然是政法学院名义之下的一个系。
我们哲学学科是在这样一个背景下发展起来的。严格地说，这个学科发展已经二十余年，但它的学科建制却一直没有得到有力保障，甚至连哲学教研室这样一个建制都一度被撤消了。哲学系成立是由于各种机缘巧合以及大家努力推动的结果：先有硕士点，再有博士点，最后有了本科专业。然而，人们对于哲学学科和专业存在的合法性提出了一系列的问题。概括起来，这些问题无非是“哲学过时论”、“哲学无用论”等等论调的各种翻版而已。这些问题至今还在困扰我们。
哲学系亦即哲学学科和专业建制的合法性究竟何在？
首先，大学承载着知识传承的职能。哲学是最为历久弥新的知识谱系，不仅作为孕育了其它的知识谱系的知识传统，而且作为自身转变为对于其它的知识谱系反省的知识系统，无疑需要不断传承下去。这就为知识重构型或学术建构型的学院派的哲学治学路径提供了合法性的依据。
其次，大学承载着思想创新的职能。当然，任何一种学科都要并且都能思想。然而与其它学科相比较，哲学是纯粹思想的思想，是反思亦即对于思想的思想。只有在哲学领域内，人类思想才能表现出比光更具有穿透力来。这就为思想建构型的哲学治学路径提供了合法性的依据。
最后，大学承载着文化创新的职能。这里所谓“文化”不是与一切人类活动方式有关的广义文化，而是与人类自身生活方式有关的狭义文化。这种文化可以引领时尚，移风易俗，以至改革人心，转换世道。而哲学则是这一文化的核心。这就为文化建构型的哲学治学路径提供了合法性的依据。
这样，一个理想的哲学系蓝图便描绘出来了：以学院派为主导，学术建构型、思想建构型、文化建构型三足鼎立。假如一个哲学系有一批学术功底扎实、学术功力深厚、学术功夫细致的专家型学者，又有几个有见识、有才情的思想型、文化型的学者，作为公共知识分子，参与公共生活建设，那么，这就是一个名副其实的学术重镇。
当然，我们哲学系的现实状况离这样一个目标还非常遥远。然而，我们毕竟取得了相当的突破，而随着哲学系的成立，又进入了新的阶段，形成了新的格局。现在开始朝着这样一个方向努力不仅是必要的，而且是可能的。
第一，必须以学术队伍建设为中心工作，大力引进、培养人才。历史的经验和教训告诉我们：人才战略是一切战略的根本。根据我们自己的经验和教训，必须不断打破既得利益—权力格局，不断消解妨碍人才引进和培养的体制因素；以学术标准为第一标准鉴别人才，唯才是举；在资源短缺情况下，依靠我们的真诚、辛劳和忍耐，积极主动，百折不挠。除此之外，还要打破现有体制壁垒，采取多种形式，吸收人才，为我所用。
第二，以学科专业建设为基本工作，大力推进学科、专业建设。按照现有学科、专业体系，哲学作为一级学科，包括马克思主义哲学、中国哲学、外国哲学、逻辑学、伦理学、美学、宗教学、科学技术哲学八个二级学科。其中，马克思主义哲学的原本含义不仅是研究马克思主义哲学这一思潮和流派（那样只有外国〈西方〉哲学二级学科名义之下三级学科的合法性），而且是以马克思主义哲学为视角研究一切理论和现实问题（这样才有二级学科的合法性，——然而研究问题还有其它视角）。中国哲学、外国哲学（包括东方〈印度〉哲学、西方哲学）囊括了世界哲学的三大传统（其中西方哲学包括英美、欧陆两大传统），奠定了整个哲学的基本构架。我们在全校范围内提出“文史哲三足鼎立”，而又在全系范围内提出“马中外三足鼎立”，以这样三个学科为重点，支持逻辑学、伦理学、美学、宗教学、科学技术哲学五个学科全面发展（其中，宗教学在其它序列里是作为一级学科对待的，某些学校除了设立哲学系，另外设立宗教学系，是值得我们考虑的，因此可以重点发展）。除此之外，还要打破现有学科壁垒，发展一些新兴学科。
第三，以学术交流活动为基本工作，大力加强学术交流。学术交流应当实现从单学科到跨学科、从体制内到体制外和从国内到国际的转型。首先，哲学与其它人文社会科学之间、甚至与其它自然科学之间可以形成诸多边缘学科、综合学科，存在着对话与交流的必要与可能；其次，当今中国大陆，出现了类似高指标、瞎指挥、浮夸风的学术大跃进局面，学术腐败严重，更多的、更好的学术正在超越体制局限；最后，在全球化大时代、国际化大都市里，我们不仅要为朝着国内“一流的哲学系”方向发展而努力，而且要为朝着国际“一流的哲学系”方向发展作准备。
这部《首都师范大学哲学系成立纪念文集》代表了我们曾走过的历程。它展示了我们的优势，也暴露了我们的劣势。与诸多哲学系相比较，我们有自己的缺点，有些缺点是较易克服的，如规模小可以争取扩大，级别低可以争取提升等；有些缺点是很难克服的，如我们不是名牌高等院校，没有悠久历史传统等；但是我们同样有自己的优点，首要的优点是：我们是一个年青的哲学系，充满生机、活力，充满壮志、热情，朝气蓬勃，意气风发。我们有信心、有能力把我们哲学系建设成为能代表国内先进水平、与国际接轨的学术重镇。为了这一目标，我们已经、正在、并且还将付出自己的心血、眼泪和汗水。
在奋斗过程中，我们每一个人的学品和人品都经受了、并且继续经受着严峻的考验。究竟我们以学术为图谋权位或钱财的手段？抑或以学术本身为目标？这是衡量我们学品高下的首要标准。究竟我们为保全既得的虚名或实利而嫉贤妒能，抑或为学术繁荣而求才让贤，这是检验我们人品高下的首要标准。
“壁立千仞，无欲则刚；海纳百川，有容乃大。”前者为“学”（“学术第一”），后者为“大”（“兼容并包”）。诸君与我共勉！
哲学系成立当年，在由我系同学组织的新年晚会上，我曾创作并朗诵过一首诗，附在这里，以资纪念：
我们的哲学系
你说：青春就是真理
是谁 发出了秘密的呼喊/从至深的深渊 到绝顶的峰顶/升起了一轮青春的太阳//伟大就是孤独/孤独忍受痛苦/从痛苦中散发的光辉/照亮了整个宇宙//去公开地存在/去透明地思想//也许 会有千万个孩子/追赶我们的太阳/这唯一的 不朽的 青春的偶像/气象万千 孩子就是太阳//去公开地存在/去透明地思想//把头颅悬在天空/将身体撒向海洋/从渴望中生长的竹林/覆盖了辽阔土地//河畔 从此岸到彼岸/青春的力量/就是飞渡的桥梁
我们尊重前辈学者，同样对于自己充满信心，但却更加寄希望于后辈学子。但愿我们的哲学系既能迅速从海内外凝聚一批青年英才，也能培养一批青年才俊散布到海内外。
我相信，多年以后，我们哲学系将会出现真正的学术泰斗、思想大师和文化明星。
因此，我相信，我们哲学系成立将会成为一个学术事件，而这部《纪念文集》则将会成为一个历史见证。
希望起码每隔五年编辑、出版一部类似集体文集，记录我们哲学系的成长历程。
这部《首都师范大学哲学系成立纪念文集》包括四部分：“题词和照片”、“成立大会选辑”、“学术成果选编”和“附录”。
“题词和照片”收录了6幅题词和14幅照片。许祥源校长的题词和李景源所长的题词分别指明了我们哲学系的两个基本目标：在首师大实现“文史哲三足鼎立”的目标，在全国哲学界实现“一流哲学系”的目标。陈来先生的题词涉及到了“大学之道”亦即大学精神问题，是值得我们认真思考的根本问题。而赵敦华主任和韩震院长的题词则指明了我们哲学系发展的两条基本途径：一是开放以走向世界之道，二是创新以走向未来之道。最后，赵汀阳先生的题词寄托了大家对于我们哲学系的美好希望。
“成立大会选辑”收录了7篇文本（讲话、致辞、报告和发言）。许祥源校长的讲话、李景源所长的讲话、赵敦华主任的致辞等等都很精彩，为我们哲学系的历史性登场和亮相拉开了序幕。在我们哲学系历史上，成立大会无疑是一个里程碑，这是一次诞生，伴随着痛苦和快乐。多少年后，当我们回顾往事时，这部《纪念文集》收录的每幅照片、每篇文章一定带给我们更加美好的回忆。
“学术成果选编”收录了31篇学术论文以及1篇附文。
在追述我们哲学系史前史时，我们选择了两位学术前辈——孙长江先生和王锐生先生作为代表。历史性文献《实践是检验真理的唯一标准》（《光明日报》特约评论员）之所以作为首篇文章收录，是因为这篇文章的作者之一（附文证明了这一点）最终来到我们学校，成为我们学校哲学学科的开创者之一。同时，我们从《王锐生文集》中收录了两篇代表性文章《效率优先兼顾公平》和《社会主义本质论》。在王先生诸多文章中，这两篇文章无疑影响最广泛最深远。
除此之外，这部文集按照既照顾全面，又突出重点的原则收录了我们哲学系创始时期的14名正式成员（除1名外）的主要学术代表作，大体反映了我们现有的学术状况。其中的主要特点是：一、纵向地看，它打上了鲜明的时代烙印，留下了深刻的时代痕迹。其中一个明显的跃迁是从20世纪80年代的思想解放到90年代的学术转向。前者以王锐生、孙长江为代表，后者以一部分中青年学者为代表。但是，也有若干作者文章局限于教科书式的思想格局和言述模式里。二、横向地看，它覆盖了哲学一级学科中的8个二级学科，但是学科之间发展极不平衡。几篇高质量和标志性的学术论文、论著大体集中在马克思主义哲学、中国哲学、宗教学、美学学科领域中，伦理学、逻辑学其次，外国哲学（西方哲学，——除东方哲学外）、科学技术哲学最次。此外，应当提请大家注意2篇译文、译著（英文翻译、梵文翻译）的意义和价值。——这是一项学术基本工作。因此，总体地看，我们既有一定的成就，也有相当的局限。我们有若干有实力和一批有潜力的学者和专家，但是走在国内哲学界前沿的人物，还是少；走在国际哲学界前沿的人物，甚至无。
“附录”收录了7篇文本（章程、办法、规划、方案、计划、大事记、名录和题录）。大体显示了我们哲学系成立一年以来所制订的基本规章制度，所开展的基本工作，这些巩固了哲学系成立大会以来取得的成果，为进一步发展奠定了基础。当然，有些还有待于继续健全、完善，如除了本科生的培养方案和教学计划之外，还应制订研究生的培养方案和教学计划等。另外比较遗憾的是：王锐生和孙长江两位学术前辈的学术成果未能系统收录，希望下次续补。
先例既开，来日方长。
2006年8月20日于北京
（原载《首都师范大学哲学系成立纪念文集》，首都师范大学出版社，2006.9）
Dean’s Remarks——Putting Academy First, Being All-inclusive
As the first dean of the Department of Philosophy at Capital Normal University, I have a dream: to establish the department under the guideline of Cai Yuanpei’s educational idea and practice with which he inaugurated Beijing University, to make our department an important academic metropolis of “putting academy first” and “being all-inclusive”.
In the educational history of our country it is said that there are “two and a half educationalists”—the “two” are Confucius and Tao Xingzhi, and the “half” is Cai Yuanpei. Confucius, who represents the idea and the practice of Chinese traditional education, is most influential; Tao Xingzhi, endowed with Chinese characteristics, represents the intention of civilian education; while Cai Yuanpei represents the intention of elite education, whose idea is most modern. In his “Speech on the inauguration of the President of Peking University”, Cai Yuanpei said, “University is the place to research the profound knowledge.” This idea of establishing the university reflected on his principle of running the Peking University, namely, “putting academy first”, “professor governing the university”, “teaching freedom” and “being all-inclusive”. All the above is the truth for us to understand the spirit of the university.
“Putting Academy First”
What is “putting academy first”? It means that the academic idea is the spirit of the university. The most important role of the faculty to the students is not to impart knowledge and indoctrinate thoughts, but to infuse the academic reason and research questions. (Hu Shi in his the Meaning of the New Thoughts advanced “research questions and infuse the academic reason in order to clean up the cultural legacy and reproduce our civilization”).
“Infuse the Academic Reason”
What is “academic reason”? Infusing the academic reason is not simply to impart knowledge. If knowledge is understood as all sorts of facts of “know-what” and the causes of “know the ground”, skills as applied knowledge or knowledge application, the logical form contributed to all the fact judgments and value judgments is called academic reason. Infusing academic reason is not simply equal to imparting thoughts. Academic reason does not refer to thoughts themselves, but the way to the thoughts. Everybody has thoughts, and he shows his positions and views anytime and anywhere, while only scholars have academic reason. The naïve thoughts which are intuitive and supposing had played certain roles in the early times of the human being, but today they don’t have much meaning and value. Under the background of the academic reason, free thoughts could be more charming.
“Research Questions”
What are “questions”? Not all “questions” are questions. The real questions are existing worthwhile questions longing for answers. The academic reason is about researching questions. Only by applying the academic reason, can one find questions, analyze and even resolve them. Without the academic reason it is even unable to find questions, say anything of the analysis and come to the solution. The validity of one person to become a teacher or work as a teacher is not in his possession of more knowledge and thoughts than students, but in his better mastery of the academic reason to research questions. It is possible that no one—whether teachers or students—knows the so-called standard answer to a question. But comparing with students, teachers ought to know how to analyze it and reach several possible answers. The method to choose a best answer to a question is also the ability of teachers.
Infusing the academic reason and researching questions compose the study and the way to study (the way to find, analyze and resolve questions). The principle of “putting academy first” is the precondition of the “professor governing the university” and “teaching freedom” principles.
“Professor Governing the University”
Professors are appointed under the principle of “putting academy first”. If they are appointed regarding their positions, titles and targets, to say “professor governing the university” is nonsense and impracticable. Concerning the relationship between the academic power and the administrative power, “professor governing the university” advocates that the running model of the university should transfer from the administrative domination to the academic domination. Political officials governing the university or the businessmen managing the university is incompatible with the spirit of the university. “Professor governing the university” does not mean that they become political officials, nor that they conduct financial transactions. If so, such kind of governing is only the transformed way of political officials governing the university (or the businessmen managing the university). It is disadvantageous to the academic development. “Professor governing the university” makes professors the incarnation of the study. They would establish the academic system in line with the academic standard and change the running model of the university resource. The academic power should be superior, and the administrative power auxiliary. Study should dominate teaching and research, while administration should serve teaching and research.
“Teaching Freedom”
For some people speaking of “teaching freedom” means nothing but a liberalistic educational principle, which is understood as that teachers talk anything they want in the classroom. The fact is, “teaching freedom” is also restricted by the principle of “putting academy first”. What is imparted in the classroom must be for the sake of “study”. It is only in the academic field that teachers enjoy full freedom. The classroom of the university is neither a place to infuse any ideology (right or left), nor a place simply to impart a kind of knowledge (the ability to live or the way to make a fortune or promotion). It must display the academic meaning and value. In some sense study is neutral in value or transcending the utility, i.e. it is neither an ideology nor a living technique. Only the study is the standard, can scholars display their dignity and professional brilliance as well.
“Being All-inclusive”
From “putting academy first” to “being all-inclusive”, the layout of the university is unfolded. The university is great because of its “being all-inclusive”: people of various knowledge background and inclination of thoughts come here from all over the world, and consequently form the academic prosperity naturally. The study of the university means “putting academy first”. We come together in the university from all over the world, aiming at academic study rather than physical existence, promotion or making a fortune.
The Validity of the Department of Philosophy
In the university what is the validity of the department of philosophy, namely the validity of the discipline and the major of philosophy?
Firstly, the university bears the function of transferring knowledge. Philosophy is the oldest but always renewable pedigree of knowledge. It has gestated the other pedigrees of knowledge; furthermore, its renewal has begotten the reflection of others. Undoubtedly, philosophy needs to be developed further. Its development provides grounds of the validity for the academic philosophy of knowledge-rebuilt or study-rebuilt model.
Secondly, the university bears the function of innovating thoughts. Of course, every discipline should and can reflect everything, while philosophy is sheer reflection comparing with other disciplines. It is the thought of thoughts. It is only in the philosophical field that the human thoughts show stronger penetration than the light. It provides grounds of the validity for philosophy of thought-rebuilt model.
Finally, the university bears the function of developing culture. Here “culture” is not the broad culture concerning all the human actions, but the narrow culture regarding the human life. Such culture can lead the fashion, transform the custom, even innovate the mind and change the times. Philosophy is the core of such culture. It provides grounds of the validity for philosophy of culture-rebuilt model.
An Ideal Outline of the Department of Philosophy
Thus, an ideal outline of the department of philosophy comes into existence led by academic scholars, with the study-rebuilt, thought-rebuilt and culture-rebuilt models as mainstays. If a department of philosophy has some learned, profound and painstaking scholars, accompanied with several insightful, enthusiastic and tasteful scholars as the public intellectuals engaged in the public life, this department is actually an important academic metropolis.
Our Department of Philosophy
Of course, the current situation of our department is still far from this goal. But we have reached some breakthroughs. As the founding of the Department of Philosophy, we have come into a new phase and formed a new pattern. It is both necessary and possible to go in this direction of an ideal university.
First, our core work is to form an academic group, making great efforts to take in and cultivate new talents. The historical experience and lessons taught us that the most decisive strategy was the strategy of talents. According to our own experience and lessons, we must break profit-power pattern; remove all the system obstructions in taking in talents. The academic standard is the first standard to discriminate the persons and promote the ones with ability. Under the condition of resource shortage, we rely on our own sincerity, arduousness and endurance to overcome the difficulties actively. Besides, we will break the existing system obstacle to attract talents with all kinds of forms.
Second, the fundamental work is the discipline building. We will try hard to promote the discipline. According to the existing discipline system, philosophy as the first class discipline includes eight second-class disciplines such as Marxist Philosophy, Chinese Philosophy, Foreign Philosophy, Logic, Ethics, Aesthetics, Religious Studies and Philosophy of Science and Technology. The original meaning of Marxist philosophy not only refers to the study of its tide and schools (if so, it will be a third-class discipline under foreign philosophy), but with a perspective from Marxist philosophy to study all other theories and practical problems (so it can have its validity as a second-class discipline, although there are other perspectives to study problems).Chinese philosophy and foreign philosophy (orient Indian philosophy, western philosophy) including three traditions of philosophy in the world (Western philosophy involves British-American philosophy and European continental philosophy traditions), are the grounds of the whole philosophy. We claim in the university, “Chinese literature, history and philosophy are equally important”, and claim in the department “Marxist, Chinese and foreign philosophy are equally important”. We put stress on these three disciplines, and at the same time support the development of Logic, Ethics, Aesthetics, Religious Studies, Philosophy of Science and Technology (Religious Studies is treated as a first-class discipline in other systems. Some universities set up a department of Religious Studies outside the department of philosophy, which is worthy of our consideration. Religious Studies may be promoted particularly). In addition, we will try to break the rampart of disciplines and develop some new ones.
Third, the groundwork is academic exchange. We will try hard to strengthen academic exchange, which will transfer from singular-discipline to cross-discipline, from interior system to exterior system, from national to international. For one thing, philosophy can engender some marginal disciplines and compositive disciplines in communication with other social or even natural sciences. There is the necessity and the possibility for exchanges and dialogues. Next, a kind of academic rush appears in China, which means high target, blind dictates and boastful exaggeration of the achievement, namely, the severe academic corruption. But still there are other better academic studies that are breaking the system restrictions. Finally, in the era of globalization and in an international metropolis, we not only endeavor in the direction of “the first-class department of philosophy” in China, but also prepare for our development to an international “first-class department of philosophy”.
Comparing with other departments of philosophy, we have some flaws, some of which are easier to overcome—we can strive for enlarging our dimension and developing our grade; but some disadvantages are hard to overcome—for instance, we are not in a key university without very long history and tradition. However, we have our own advantages; the foremost one is that, this is a young department of philosophy, full of energy, vigor, ideal and passion. We also have confidence and ability to make our department the representative of the advanced level in China, and an academic metropolis to unit with other countries. We have been continuing to pay out our painstaking efforts, tears and sweat for this goal.
On the course of our striving, everybody’s academic and personal traits have endured rigid test. Should we take the study as the method to get promotion or earn money? Or should we take the study itself as the goal? It is the principal standard to measure our academic virtue. Are we full of jealousy to the talents so as to maintain our own fame and gain? Or do we search for talents and give away to them for academic prosperity? It is the principal standard to examine our personality.
“The mountain cliffs stand a thousand feet, without desire one is strong; the sea collects hundreds of rivers, its capacity is great.” The former compares to the “study” (putting academy first), while the latter compares to “great” (being all-inclusive). Let be all urged by these words.
The following is a poem written by myself and read on students’ New Year Eve, which is attached here in honor of the founding of our department.
Our Department of Philosophy
You said, youth is the truth
Who let out a wordless cry
From the deep abyss to the peak
A youthful sun rises
Being great is lonely
Loneliness means agony
Blaze emits from agony
Lightens the whole universe
Be yourself
To think at will
Perhaps there are thousands of children
Chase after the sun
The unique immortal youthful icon
Vigorous Child is the sun
Be yourself
To think at will
Hang your head in the sky
Throw yourself into the ocean
Bamboos growing from aspiration
Cover enormous land
River from one shore to the other
Power of youth
Is the bridge to fly over
We respect the predecessors, at the same time we are fully confident of ourselves, but we pin more our hope on the subsequent younger scholars. We wish our department rapidly solidified with some young outstanding scholars, and cultivate many young outstanding scholars to the world.
I believe, the real academic giants, master of thoughts and cultural stars will appear in our department someday in the future.
For that reason, I believe, the founding of our department will become an academic event in the history.
Translated by Yu Jiang-xia（于江霞）