学院派

This paper gives a brief introduction to anthropological studies of Japanese scholars in the period (1895-1945)of Taiwan as a colony of Japan, reviews the foundation and change of main academicals institutions, scholars and its fieldwork , and main scholarship achievement and it is pointed out that Japanese scholars' anthropological knowledge acquired in Taiwan belongs to colonialism.

本文从研究机构的设立和变化、主要学者及其田野工作和著述，以及主要学术成就等几个方面，对日据时期(1895-1945年)日本殖民政府和学院派学者在台湾的人类学活动作一般性概述。同时结合台湾具体的历史情境，对这个时期日本学者的人类学知识的性质作出判断，指出这个时期日本学者在台湾生产的人类学知识在形态上是属于殖民主义的。

Its theory and pedagogy are often called"Academicism"as an architectural school of thought.

其学术思想和教学方法作为一种建筑学派，常常被称之为"学院派"。

Undoutedly, it perfected and promoted the thoughts of"Beaux-Arts", so America became a better center of Academicism Architectural Education, and formed a new global radiation.

它无可质疑地完善和发展了"鲍扎"的学术思想，美国也因此很快成为更为优化的"学院派"建筑教育中心，形成了新一轮的全球性辐射。

Through his great efforts, Jiujie freed himself from the bondage of the traditional academicism style, the Russian style, and the limits of naturalism.

九杰以其自身不懈的努力，从学院派的正统和源自西方而经俄罗斯画派改造的风景画传统的桎梏中挣脱出来，摆脱了自然主义的束缚。

In the first decade of the 20〓 century, with the joint effort of professional bodies and universities, the American Academicism architectural education system was formed. By taking advantage of"the Ecole"essence in combination with the occupational domestic demands.

到了20世纪初，在行业学会和各大学的共同努力下，一套既吸取了法国"学院派"精华，又符合本国职业市场需求的美国版本的"学院派"建筑教育体制得以形成。

Actually, if we want to seriously discuss about 'Modernity', we'll find out that this issue has an awkward situation in China. Let's forget about the sociological issues and let's simply start from visual arts. The old generation of artists who brought western arts to China, actually brought along western classic arts academism that is just small part of western classic art, and it's far of being exhaustive. Furthermore, what they brought along went through many changes due to the contact with revolutionary realism and local culture. The result of this process was what was called "Modern Art" in China. After having arrived in China, a part of the western artistic academicism became "Chinese Modern Arts" and this misplacement still exists. Perhaps it comes from a creative misreading, however whether it has the capability of becoming an independent system or not, still remains uncertain.

事实上，当我们想认真的讨论"现代性"时，就会发现这一问题在中国有着极其尴尬的处境，且不谈社会学角度，从视觉艺术这个很小的角度切入，将西方艺术带入中国本土的老一代艺术家们带来的其实是西方学院派的艺术，是西方古典艺术的尾巴或被革命现实主义化了的西方古典艺术，而被带入中国本土后却被称为"现代艺术"，直至今日当代艺术在西方的学理支撑到了中国本土变成了被断章取义的只言片语，这其间"错位"一直存在着，或许这是一种有创造性的误读，但误读的主体是否具有独立消化能力的系统值得商榷。

The reason for regarding the architectural education of France and America in this period as an organic whole of Academicism system is that both of them treated the idea of"Beaux-Arts"as key, and there were common systematic characteristics between them in thoughts and methods: universities and professional bodies ran schools cooperatively all the time; the methodology is based on the combination of university teaching with atlier teaching; they both belived in"antique"and accepted Ecleticism; they both had obvious aestheticism and strict attitude in study; they both had the intention to adapt to the practical situation in their respective countries. The whole dissertation contains about 185, 000 words, 132 illustrations and 12 forms

之所以将法、美两国这一时期的建筑教育视为紧密相关的"学院派"体系，是因为它们都以"鲍扎"思想为核心，在认识论与方法论上有着体系化的共性特征：学校与行业学会始终协同办学；教学模式以大学体系和画室制结合；学术上有尚古和折衷主义倾向；治学上有着明显的唯美和严谨的风范；实际运作中又都有着为适合各自国情发展的意识。

In Chapter Two, the composition of the cultural formation of the"Academism" Northeast YangGe is discussed. In Chapter Three, the transition of the cultural formation of the "Academism" Northeast YangGe is analyzed.

第一章概述"学院派"东北秧歌的基本文化内涵；第二章论述"学院派"东北秧歌的文化形态构成；第三章分析"学院派"东北秧歌的文化形态变迁。

The institute sends our so-called institute to send the poet roughly to contain such several characteristics: The poet has accepted the strict institute type education, or a longer time teaches at the institute of higher education, proselytizes instructs with the culture deliberated is important part which his enterprise composes, the knowledge, study raised the value to constitute his main life pursue We discovered that, in sparsely to sends the poet by "the institute" to society's institute and moves towards the society to experience the life the non- institute to send between the poet, a more important difference also lies in them regarding in the artistic understanding.

我们所谓的学院派诗人大体包含这样几个特点：诗人接受过严格的学院式教育，或者较长时间任教于高等学府，传道授业与文化研讨是他事业组成的重要部分，对知识、学养的重视构成了他主要的人生追求。我们发现，在以&学院&疏离于社会的学院派诗人和以走向社会来体验人生的非学院派诗人之间，更重要的差别还在于他们对于艺术的理解上。

Then I went to work at the JiangsuPrintmakingAcademy, where I continued with printmaking.

我早期作品是很忠实于学院派的，做铜版画应该是很学院派的，而且做到那个程度也下了很多工夫。

In the negative and interrogative forms, of course, this is identical to the non-emphatic forms.

。但是，在否定句或疑问句里，这种带有"do"的方法表达的效果却没有什么强调的意思。

Go down on one's knees;kneel down

屈膝跪下。。。下跪祈祷