法蘭西學術院（Académie française，1635-）的建立歷史探究

Abstract

「沉舟側畔千帆過，病樹前頭萬木春」此一詩句正是高等教育機構在面對歷史長河的挑戰中不斷追求變革和多樣化的歷程寫照。在時代的推展下，至今唯有兩項高等教育機構體例屹立不搖，一是耳熟能詳的大學（University）體例，其二是較少為人留意卻與現代高等教育息息相關的學術院（Academy）體例，尤其是象徵國家發展的國家學術院。為嘗試在國家級學術院的探討上給予貢獻，溯其機構建置重要源頭是法蘭西學術院，故本篇以法蘭西學術院的建立歷史探究作為主題。為解開法蘭西學術院的奧秘，本篇研究分為三個部分以解析法蘭西學術院的意義。第一部分為柏拉圖至十六世紀以前的 Academy，以理解 Academy 原生自有的哲學蘊意、建築格局、運作特色以及演變的發展特質；第二部分則探討法蘭西學術院建立的過程，從中解析該機構如何基於 Academy 體例特質而賦予新的延伸與發展，從而成功地建立相較於過往具有較高穩定性的建制範式。為了進一步理解法蘭西學術院於該時代的歷史意義和文教角色，故在本篇的第三部分進行其歷史意義的解讀。透過以上三部曲的探討，試以還原法蘭西學術院的發展特色，不只是對於國家級學術院體例發展研究予以貢獻，也是提供一項高等教育變革值得觀察的案例。

The poetic line"A thousand sails pass by the side of a sunken boat, ten thousand trees bloom in front of a sick tree" vividly depicts the ongoing pursuit of transformation and diversity by higher education institutions in the face of the challenges posed by the long river of history. In the progression of time, only two types of higher education institutions have remained steadfast: the familiar university (University) model and the less noticed but closely related academic institution (Academy) model, Particularly national academies that represent the development of the nation. This paper aims to contribute to the exploration of national-level academic institutions by tracing their significant origins, starting with the French Academy. Therefore, the establishment history of the French Academy serves as the central theme of this study.To unravel the mysteries of the French Academy, this research is divided into three parts to analyze the significance of the French Academy. The first part covers the Academy from Plato up to the sixteenth century, to understand the philosophical implications, architectural patterns, operational features, and evolving characteristics inherent to the original concept of the Academy. The second part explores the establishment process of the French Academy, analyzing how this institution endowed new extensions and developments based on the characteristics of the Academy model, thereby successfully establishing a more stable institutional paradigm compared to the past. To further understand the historical significance and cultural role of the French Academy during that era, the third part of this paper interprets its historical meaning. Through this tripartite discussion, the aim is to restore the developmental features of the French Academy, not only contributing to the research on national-level academic institution models but also providing a noteworthy case of transformation in higher education.