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4.孔子学院面临的挑战与应对策略4.1孔子学院发展中面临的问题与挑战1.“中国威胁论”对孔子学院造成的干扰“中国威胁论”是一个并不新鲜的论调了，早在18力年美国参众两院公布的《调查中国移民问题的联合特别委员会报告书》中就宣扬了屮国人与其他黄种人的“威胁”。新中国成立后，美国出于意识形态上的考虑不惜一切手段遏制中国的发展，威胁中国的安全。上世纪90年代，随着东欧剧变与苏联解体，西方某些反华势力又开始把焦点转向中国，中国经济的发展，让美国等西方国家在经济上的不安全感上升至政治上的恐慌，中国国力的提升与军事现代化也自然导致美国等西方国家政治、军事不安全感进一步加深，因此西方国家政界与媒体认为今日崛起的中国比以往任何时候都更具“威胁”。以美国为首的一些国家大肆渲染“中国威胁论”，各种新版本的“中国威胁论”纷纷出现在西方媒体。诸如“中国能源威胁论”、“中国商品威胁论”、“中国科技威胁论”、“中国军事威胁论”、“中国环境威胁论”以及“中国文化威胁论”等，“中国威胁论”的范围不断扩大，“遏制”中国的论调不绝于耳。孔子学院的成立与迅猛的发展势头，被不少西方媒体解读为“屮国文化入侵”的信号，一些机构与团体极力搜寻各种证据，以证明孔子学院是“中国文化威胁”之一。2007年5月28H,加拿大通讯社发表了由记者吉姆•布朗斯基(JimBronskill)釆写一篇题为"加拿大安全情报局说：屮国以孔子笼络西方人心(CSISsay,ConfuciuspartofChinesebidtowinoverwesternhearts)v的报道，该报道称：5月底披館的一份加拿大保安情报局的解密报告称，屮国在全球设立孔子学院目的就是在全世界笼络民心。该报告认为，孔子学院是中国向外输出意识形态与政策的平台，是向加拿大进行文化渗透的工具、对加拿大人进行“洗脑”的机构。加拿大保安情报局负责人贾徳甚至还承认，他们花费了大量精力监控中国方面的活动。报道一经发表，纷纷引起加拿大各大报纸转载。这份报告通篇充斥着对中国与中国文化的敌视态度，中外正常的文化交流活动列作“中国威胁论”的“证据”，把中国扣上了精神输出与文化滲透的帽子。67由于西方媒体在信息世界中的绝对话语权与广泛的影响力，使“中国文化威胁论”的余波也影响到了很多国家，甚至是不少与中国有着良好关系的发展中国家。例如有些东南亚国家担心孔子学院沿袭过去的华文教育，会弱化年轻学子对所在国的国家认同感，特别是华人族群的国家认同，从而影响国家的稳定。68在深受儒家文化影响的马来西亚，因担心“孔子学院”变“孔教学院”，推动宗教传播，协商在改名为“全球汉语屮心”与“孔子汉语学院”后才最终得以设立。2.官方色彩过于浓厚，容易引起西方社会质疑孔子学院总部■■国家汉办具有中国特色的设立模式，对内行使拟定汉语国际推广的方针政策与发展规划、支持各国各级各类教育机构开展汉语教学等职能时称国家汉办，对外则以孔子学院总部的名义指导与管理海外的孔子学院。国家汉办是教育部的直属事业单位，不管以其事业编制机构的属性，还是由中央政府全额拨款的资金来源途径都清晰地表明这是一个官方机构。而正是由于孔子学院自身浓厚的“官方色彩”与鲜明的“政府行为”，使英在海外尤其是西方国家招致部分人的反感、指责甚至是抵制。在西方世界中，民众对代议制政府往往存在着一定的不信任心理，对来自“官方”的信息抱有怀疑的态度成为了大众普遍的思维习惯。人称美国宪法之父的詹姆斯•麦迪逊(JamesMadison)曾说过，如果人人都是天使，政府也就没有存在的必要了。69可以说，资本主义民主社会的特点之一就是民众对政府的不信任。而由于历史背景、意识形态等差异，西方的民众对来自东方的屮国政府更是有着一定程度的偏见，孔子学院的“官方”背景无疑加剧了 民众的担忧。另一方面，孔子学院内部管理的日趋行政化与官职化也在强化着其“官方”的身份。如根据国家汉办2008年至2010年的孔子学院中方院长招聘通知中，对中方院长的职称及行政职务要求统一表述为“具有副高以上职称或担任校、系或处级以上职务”。70在2011年的招聘通知中，表述为“具有院（处）级以上工作经历或副高以上职称”。亦即，职称要求与行政职位要求互为选择性关系。而从2012年开始，国家汉办对孔子学院中方院长的要求进一步提升为“具有副教授及以上职称；担任副处级及以上行政职务至少一年”，71把职称与行政职位作为并列的必要条件。从选择性条件提高到必要条件，可见汉办对中方院长的行政能力与管理经验更加重视了，但从另一角度也可以解读为把这一职务与“官阶”挂钩，不仅背离了“事业单位去行政化”的改革目标，也招致了外国一些孔子学院的质疑者的非议。从建立一个更加独立、温与的形象出发，孔子学院的“去官方化”与“民间化”应是下一步努力的方向。1.部分国内高校的急功近利与政绩思维影响孔子学院的有序发展如前文所述，目前绝大部分的孔子学院采取的是中外髙校合作的方式设立与运作，这种模式固然有其天然的优势，如有利于分担孔子学院总部的建设成本与工作压力，能持续提供较高水平的师资力量，能充分调动国内高校的积极性等。但这种模式也容易产生一些难以避免的“副作用”，最突出的就是不少高校把建设孔子学院视为政绩工程，采取了一些急功近利的手段，干扰了孔子学院的正常发展。2004年孔子学院项目启动后，寻找合作伙伴申办与建设孔子学院被很多学校纳入了国际交流与合作工作日程，孔子学院甚至逐渐演化为一些学校国际化建设的标志性成绩，成为体现学校领导工作的政绩工程。一些地区的高校在条件还不太成熟的情况下，争相申报建设孔子学院。然而，这种短视的做法很快显露出其不良后果一一造成了宏观上孔子学院布局不合理,在部分发达地区布点过于集中；同时，匆忙上马建设的高校由于自身条件的局限，也难以很好地对孔子学院的管理、人才队伍等方面提供有力的支持，以致于一些孔子学院缺乏特色,只能成为单纯的汉语教学场所，生源不足，难以融入当地环境与教育体系，知名度、影响力较小，与社会期盼存在很大差距。2.师资力量不足孔子学院成立后，每年总部都向各地派出了相当数量的汉语教师与汉语志愿者作为办学的支持。特别是随着孔子学院数量的快速增加，对专职教师与志愿者的需求也与日俱增。尽管总部派出的教师与志愿者的规模也在不断扩大，但仍然远远不能满足需求，这成为了制约孔子学院发展的瓶颈之一。据统计，马来西亚与印度尼西亚的汉语教师缺口分别都达到了10万人。73日本、韩国、泰国、菲律宾、越南，以及不少欧美国家都因为师资不足而导致汉语教学受到了很大限制。为此，孔子学院总部主要釆取了两大措施来解决师资力量缺口的问题：一是设立了“汉语国际教育硕士”专业学位，通过培养国内汉语国际教育的专门人才，提高派出的教师与志愿者的数量与专业素养。二是扩大培育外国本土教师规模，设立“外国汉语教师奖学金项目”，招收外国学生来华攻读汉语国际教育专业硕士学位或进修汉语教学课程。据统计，仅2009年国家汉办及个地方院校在国内外举办短期培训班，培训外国教师2.3万人,从117个国家招收2200多名外国大学生来中国培训汉语，培养本土教师后备人才。各国孔子学院举办汉语教师短训班，规模达1.2万多人。74翻译：4.ChallengesthattheConfuciusInstitutefacinganditscopingstrategies 4・llssuesandchallengesduringthedevelopmentoftheConfuciusInstitute1.InterferenceofnChinathreattheory”totheConfuciusInstitute"Chinathreattheorynisanotanewargument,andasearlyas1877,theU.S.SenateandHousereleasedJointSpecialCommitteeReportonsurveyingChineseimmigrationinwhichtheChinesepeopleandotheryellownthreatnwaspreached・AfterthefoundingofNewChina,theUnitedStates,triedallmeanstocontainChina'sdevelopmentandthreatenChina'ssecurityforideologicalreasons・Inthe1990s,alongwithEasternEuropeRevulsionandthecollapseoftheSovietUnion,someWesternanti-ChineseforcesbegantoshiftthefocustoChina・China'seconomicdevelopmentlettheUnitedStatesandotherWesterncountriesspreadtheirpanicfromeconomicsecuritytopolitics・ThepromotionofChinesenationalstrengthandmilitarymodernizationnaturallyledtothefurtherdeepeningofUnitedStatesandotherWesterncountriesinthepoliticalandmilitaryinsecurity,soWesternpoliticiansandmediathoughtthattheriseofChinatodayismorethaneveraHthreat.*'SomecountriesintheUS-ledhypedthe"Chinathreattheory*1,andavarietyofnewversionsofthe”Chinathreattheory1'appearedintheWesternmedia.SuchasnChineseenergythreattheory'*,"Chinesegoodsthreattheory”，"Chinesescienceandtechnologythreattheory"，”Chinesemilitarythreattheory*',nChineseenvironmentthreattheory1'and''Chineseculture threattheory”andsoon,thescopeof"Chinathreattheory0wasexpandedwidelyandtheargumentofHcontainnChinawasconstant.TheestablishmentandrapiddevelopmentmomentumoftheConfuciusInstitute,isinterpretedasasignalof"Chineseculturalinvasion”byalotofWesternmedia,andanumberofinstitutionsandorganizationstriedtofindtheevidencetoprovethattheConfuciusInstituteisoneofthe"Chineseculturalthreat."May28,2007,theCanadianPresspublishedanarticleentitlednCSISsay,ConfuciuspartofChinesebidtowinoverwesternhearts*'bythereporterJimBronskill,whichsaid:adeclassifiedreportoftheCanadianSecurityintelligenceServicedisclosuredattheendofMaysaid,thepurposeofChinatosetupConfuciusInstituteintheglobalistowinoverthepeopleintheworld・ThereportconcludedthattheConfuciusInstituteistheplatformthatChinacanexportideologyandpolicy,thetoolthatpenetratingculturetoCanada,andtheorganization"brainwashing”theCanadians・ThePersoninchargeofCanadianSecurityIntelligenceService,Judd,evenadmittedthattheyspentalotofenergymonitoringChina'sactivities.Oncethereportwaspublished,itcausedmajorCanadiannewspapersreprinted.ThereportwasfullofhostileattitudestowardsChinaandtheChineseculture,andthenormalculturalexchangeactivitiesbetweenChinaandforeigncountrieswereclassifiedasthe"evidence**of"Chinathreattheoryn・ChinawanlabeledacountryofoutputtingtheChinesespiritandculturalinfiltration.67 AstheWesternmediaintheinformationworldhastheabsolutespeakingrightandextensiveinfluence,theaftermathofthe''Chineseculturethreattheory*'alsoaffectedmanycountriesandevenmanydevelopingcountriesthathavegoodrelationswithChina.Forexample,someSoutheastAsiancountriesareworriedabouttheConfuciusInstitutewouldearnedonthepastChineseLanguageAndCultureEducation,whichcanweakentheyoungstudentsofthecountry'snationalidentity,especiallytheethnicChinesenationalidentity,thusitaffectsthestabilityofthecountry.68MalaysiainfluencedbyConfucianculturefearedof"ConfuciusInstitute1*becoming”Confucian”topromotethespreadofreligion,sotheConfuciusInstitutewassetupbeforeeventuallyitwasrenamedinto''GlobalChineseCenter11andnChineseConfuciusInstitute."1.Theofficialcoloristoostrong,easilyarousingthequestioningoftheWesternsociety.ConfuciusInstituteHeadquarters一TheNOCFLisaestablishedpatternwithChinesecharacteristics・Internally,itwascalledtheNOCFL,whosemainfunctionsarestudyingouttheinternationalpromotionofChinesepoliciesanddevelopmentplans,supportingChineselanguageteachinginvariouseducationalinstitutionsatalllevels.Externally,itwascalledConfuciusInstituteHeadquarterstoguidemanagealltheConfuciusInstituteoverseas.TheNOCFListheinstitutiondirectlyundertheMinistryofEducation,regardlessofitsattributeofcareerplaninginstitutions,oritscapitalsource(centralgovernmentsupportsthefullfunding),whichallclearlyshowthatti isanofficialbody・JustbecauseofConfuciusInstitute'sstrong"officialcolor**andthedistinctive''governmentaction'1,itincursaversionblameandevenboycottfromsomepeopleoverseas,especiallyinWesterncountries.IntheWesternworld,peopletendtodistrusttherepresentativegovernment,anditbecomesacommonhabitofthinkingforthemassestobeskepticaltowardstheinformationfromthe"official”.KnownasthefatheroftheU.S.Constitution,JamesMadisonhassaidthatifeveryonewereangels,nogovernmentpresencewillbenecessary.69Wecansaythatoneofthecharacteristicsofcapitalistdemocraticsocietyispeopledonottrustthegovernment.Andbecausethehistoricalbackgroundandideologicaldifferences,peopleintheWesthaveacertaindegreeofprejudicetowardstheChinesegovernmentfromtheEast,andConfuciusInstituteof"official"backgroundundoubtedlyexacerbatedfearsofthepeople.Ontheotherhand,thegrowingadministration-ismandofficialismintheinternalmanagementoftheConfuciusInstitutereinforcesits"official”status.IfaccordingtotheChineseDirectors'recruitmentnoticeoftheNOCFL(2008-2010),thetitleoftheChineseDirectorandadministrativedutiesforunitydescribedas"havingservedasassociateprofessorsorschool,departmentordivisionlevelorabovepositions.n70In2011recruitmentnotification,describedas"havingcollege(office)leveloraboveworkexperienceorassociateprofessors.'1Thatis,therequirementsoftechnicalpostsandtheadministrativepositionsareselective.Andstartingfrom2012,theNOCFLfurtherenhancedtherequirementsofChineseDirectoroftheConfuciusInstituteto"havinganassociateprofessortitleorabove;asdeputydivisionleveloraboveadministrativedutiesforatleastayear*',71sothetechnicalpostsandtheadministrativepositionsarecoordinatenecessaryconditions.Fromselectiveconditionstonecessaryconditions,theNOCFLattachesmore attentiontoChineseDirector'sadministrativecapacityandmanagementexperience,butatanotheranglethiscanalsobeinterpretedastolinkthisposttogetherwith”rank”.Itnotonlydeviatethereformobjectivesof"publicinstitutionwithoutadministration-ism”，butalsoincurredcriticismfromsomeforeignskepticstowardsConfuciusInstitute.Startingfromtheestablishmentofamoreindependentandmoderateimage,theConfuciusInstitute's”withoutofficialism"and”folk"shouldbethedirectionoffurtherefforts.1.Seekingquicksuccessandinstantbenefitsandthinkingachievementsofsomedomesticuniversitiesaffectthewell-organizeddevelopmentoftheConfuciusInstitute.Asmentionedearlier,mostoftheConfuciusInstitutesarecurrentlytakingacooperativeapproachwithforeignuniversitiestosetupandoperate.Thismodelcertainlyhasitsnaturaladvantages,forexample,itisconducivetosharingthebuildingcostandworkpressureoftheConfuciusInstituteHeadquarters,cancontinuouslyprovideahigherleveloffaculty,andcanfullymobilizetheenthusiasmofdomesticuniversitiesandsoon.However,thismodelisalsoeasytooccursomeunavoidable”sideeffectsandthemostprominentisthatmanyuniversitiesconsiderestablishingConfuciusInstitutesasperformanceengineering,sotheytakesomequicksuccessmeans,whichinterferethenormaldevelopmentoftheConfuciusInstitute・AftertheConfuciusInstituteprojectstartedin2004,seekingforpartnersto bidandestablishaConfuciusInstituteisincludedintheagendaofinternationalexchangeandcooperationbyalotofschools・TheConfuciusInstituteisevengraduallyevolvedasalandmarkachievementofsomeschools'internationalconstruction,andvanityprojectsofschoolleaders'swork.Collegesanduniversitiesinsomeareaswhicharenotinthematureconditions,competetodeclareandconstructtheConfuciusInstitute.However,thisshort-sightedbehaviorsoonrevealsitsadverseconsequences-resultingthatConfuciusInstitutes'slayoutisirrationalonamacrolevel.Thedistributionisoverconcentrationinsomedevelopedregions;meanwhile,becauseofthelimitationsoftheirownconditions,hastilylaunchedcollegesanduniversitiesareverydifficulttoprovidegoodmanagement,personnelandotheraspectsofstrongsupportfortheirConfuciusInstitutes,andevenlackoffeaturesinsomeoftheConfuciusInstitutes.Asaresult,theycanonlyturntoasimpleplaceteachingChineselanguage・Forlackingofstudents,theyaredifficulttointegrateintothelocalenvironmentandeducationsystems,andtheirvisibilityandinfluenceisrathersmall.Soabiggapexistsconsideringsocialexpectations.1.FacultyshortageAftertheestablishmentoftheConfuciusInstitute,theheadquarterannuallysenttothecountryaconsiderablenumberofChineseteachersandChinesevolunteerstosupportfortheschool.EspeciallywiththerapidincreaseinthenumberoftheConfuciusInstitute,thedemandforfull-timeteachersand volunteersisalsoincreasing.Despitethescaleofteachersandvolunteersareexpandingsentbytheheadquarter,butstillcannotmeetdemand,whichbecameoneofthebottlenecksinthedevelopmentoftheConfuciusInstitute.Accordingtostatistics,Indonesia,andMalaysialackChineseteachers,whosenumberhavereached10millionindividually.73Japan,SouthKorea,Thailand,Philippines,Vietnam,aswellasmanyEuropeancountries"Chineseteachingaregreatlyrestrictedbecauseoflackofteachers.Tothisend,theConfuciusInstituteHeadquarterhastakentwomajorstepstosolvetheproblemoffacultyshortage:First,setupa”ChineseInternationalEducationMaster1'professionaldegree,throughthecultivationofdomesticChineseinternationaleducationtalentstoimprovethenumberandprofessionalismofteachersandvolunteersthatweredispatched.Thesecondistoexpandthescaleoflocalteachers,setupa''ChineseForeignTeachersScholarshipProgram",andrecruitforeignstudentstopursueamaster'sdegreeininternationaleducationinChineselanguageteachingprofessionortrainingcourses.据统计，仅2009年国家汉办及个地方院校在国内外举办短期培训班，培训外国教师2.3万人，从117个国家招收2200多名外国大学生来中国培训汉语，培养本土教师后备人才。各国孔子学院举办汉语教师短训班，规模达1.2万多人。74Accordingtostatistics,in2009,theNOCFLandsomelocalcollegesanduniversitiesheldshort・tenntrainingcoursesathomeandabroad,training2.3millionforeignteachers,inaddition,enrollingmorethan2,200foreigncollegestudentsfrom117countriestoChinatrainingChinesetotrainlocal reserveteachers・ConfuciusInstituteofvariouscountriesheldshort-termtrainingcourses,thescaleofthatreachedmorethan12,000people・74
