明清时期回族教育思想研究

发布时间：2018-03-23 17:07

本文选题：明清时期　切入点：回族　出处：《中央民族大学》2012年博士论文

【摘要】：明清时期的回族教育思想包括汉学教育思想和经学教育思想,它是该时期回族历史人物对教育现象、教育问题及教育活动的理性认识和实践反思。在本论文中,我们所谈及的回族汉学教育思想仅指回族历史人物海瑞、李贽和蒋湘南的教育思想,他们的教育思想并非限于对回族传统教育的认识和反思,而是站在中国传统文化的立场上来论述对教育及相关问题的认识,是回族汉学教育发展的产物。而回族经学教育思想仅指明清时期回族“四大汉文译著家”的教育思想,他们的教育思想以伊斯兰教教义教规为依据,又融入以儒家学说为代表的中国传统文化元素,是伊斯兰文化与中国传统文化融合的产物。虽然,我们对明清时期的回族教育思想作了这样的划分,但我们必须明确地说：不管是回族汉学教育思想,还是回族经学教育思想,它们都是中国传统教育思想的重要组成部分,都对回族乃至中国伊斯兰教的发展产生了重要影响。然而,迄今为止,国内外学术界对明清时期回族教育思想形成的历史背景、思想渊源、主要内容及特点、影响等问题尚未展开专题性的讨论。因此,对明清时期的回族教育思想进行深入、系统地梳理和探讨,既可弥补该领域的缺憾和不足,拓宽回族学的研究范围,推动回族学研究向纵深发展,又可充实和完善中国传统教育思想的宝库。同时,还可以为发展当前的回族教育以及构建和谐的社会环境提供有益参照。这是笔者开展此项专题性研究的主要原因。由于本研究涉及教育学、历史学、伦理学、宗教学、哲学、人类学、民族学等多个学科领域,又因为明清时期的回族教育思想是伊斯兰文化与中国传统文化融合的产物,因此,笔者运用多学科的视角来开展此项研究。在研究方法的选择上,笔者主要采用文献法和比较法,通过对文献资料的收集、整理、提炼和分析,以便对明清时期的回族教育思想进行深入、系统的研究。全文共七章,大致可分为四部分：第一部分即第一章,主要对元明时期伊斯兰教在中国的传播,回族共同体的最终形成,明清时期统治阶级对伊斯兰教和回族所采取的政策,明代以前统治阶级对回族先民所采取的文教政策以及回族先民的教育类型等问题进行了回顾和分析,旨在说明明清时期回族教育思想形成的社会历史背景。第二部分即第二章,主要考察了明清时期回族教育思想的渊源。明清时期的回族历史人物既继承了伊斯兰传统文化元素,又积极学习、接纳以儒家文化为代表的中国传统文化元素。同时,在伊斯兰教发展过程中,苏菲神秘主义思想也传入中国,并对明清时期的回族历史人物产生了重要影响。因此,不管是伊斯兰文化元素,还是中国传统文化元素,以及苏菲神秘主义思想元素,都在明清时期的回族教育思想中有所体现。可以说,明清时期的回族教育思想是多种文化融合的产物,具有浓郁的伊斯兰特色。第三部分包括第三至六章,主要对明清时期的回族汉学教育思想和回族经学教育思想进行了较为全面系统的梳理和讨论。文章以明清时期回族汉学教育和经学教育的发展为线索,着重对海瑞、李贽、蒋湘南以及明清时期“回族四大汉文译著家”的教育思想进行了较为翔实的分析和阐述。第四部分即第七章,主要对明清时期回族教育思想的特点及影响进行了理论概括和分析。由于明清时期的回族教育思想是多种文化融合的历史产物,因而,具有一些自身的特点。这些特点主要表现为宗教性、交融性、不平衡性、时代性和多元性几个方面。本文认为,回族穆斯林之所以能在中国封建王朝世代生存、发展,“伊儒相通”的回族教育思想发挥了至关重要的作用。即是说,明清时期的回族学者在阐述他们的教育思想时,有意识地将伊斯兰传统文化与以儒家学说为代表的中国传统文化相结合。这种结合体现在“顺主忠君”、“天道五功”、“人道五典”等思想观念中。这些思想不仅对回族的生存与发展发挥了重要作用,即使在新的时代背景下,它所蕴含的使人为善的为人处世哲理依然是启迪回族穆斯林前行的精神财富。然而,明清时期的回族教育思想毕竟是封建时代的历史产物,该时期的回族学者在融入多种文化元素时,不可避免地吸收了一些封建糟粕和消极成分,使明清时期的回族教育思想具有明显的时代局限性。这种局限性容易使人们产生厌世、弃世思想,既不利于回族穆斯林的生存与发展,也不利于和谐社会关系的构建。因此,我们应该摒弃这种消极的思想成分。
[Abstract]:During the Ming and Qing Dynasties of the Hui nationality education thought including Sinology education thought and Confucian education thought, it is the period of historical figures on Hui education phenomenon, rational understanding of education and education activities and practice. In this paper, we talk about the Chinese education thought only refers to the Hui Hui historical figure Li Zhi Harry, and Jiang Xiangnan's education they thought, education thought is not limited to the understanding and reflection of Hui traditional education, but in Chinese traditional culture standpoint discusses the understanding of education and related issues, is the product of the development of Chinese education. And the Hui Hui Confucian education thought only refers to the Ming and Qing dynasties Hui "four Chinese translators" education thought and their educational thoughts to Islamic teachings as the basis, but also into the Confucianism as the representative of the Chinese elements in traditional culture, Islamic culture and Chinese biography is The product of cultural integration. Although, we in the Ming and Qing Dynasties of the Hui nationality education thought made such division, but we must be clear: whether Hui Sinology education thought, or Hui Confucian education thought, which is an important part of China traditional education thought, has exerted an important influence on the development of the Hui nationality even Chinese of Islam. However, so far, the academic circles at home and abroad on the formation of Hui nationality education thought origin of Ming and Qing Dynasties, historical background, main contents and characteristics, influence and other issues have not yet commenced thematic discussion. Therefore, in-depth in the Ming and Qing Dynasties of the Hui nationality education thought, system analysis and discussion, can make up the field of shortcomings and deficiencies, broaden the research scope of the Hui Hui, promote to the depth development research, but also enrich and perfect the treasure China traditional educational thought. At the same time, can also be It provides a useful reference for the development of the current Hui education and the construction of a harmonious social environment. This is the main reason for the author to carry out this thematic study.
Because this research relates to education, history, ethics, religion, philosophy, anthropology, ethnology and other disciplines, but also because the Ming and Qing Dynasties of the Hui nationality education thought is the Islamic culture and traditional culture Chinese fusion product, therefore, the author uses a multidisciplinary perspective to carry out the research on the choice of research methods., the author mainly uses literature method and comparative method, through literature collection, collation, analysis and refinement, to the Ming and Qing Dynasties Hui education in-depth, systematic study.
The full text consists of seven chapters, which can be roughly divided into four parts.
The first part is the first chapter, mainly on the yuan and Ming Dynasties, the spread of Islam in Chinese, eventually forming the Muslim community, the Ming and Qing dynasties ruling class to Islam and the Hui nationality policy, reviews and analyses the educational policy before the Ming Dynasty ruling class of Hui nationality have been taken and the Hui Nationality Ancestors of the type of education and other issues, to show the formation of Hui education thought in the Ming and Qing Dynasties, the social and historical background.
The second part is the second chapter, mainly investigates the origin of Hui nationality education in Ming and Qing Dynasties of Ming and Qing Dynasties. The Hui historical figures not only inherited the traditional Islamic culture elements, and active learning, accept the Confucian culture as the representative of China traditional cultural elements. At the same time, in the development process of Islamic mysticism, Sophie introduced China. Have an important impact on the Ming and Qing Dynasties and the Hui historical figures. Therefore, whether the Islamic cultural elements, or China traditional cultural elements, and Sophie mysticism elements are reflected in the Ming and Qing Dynasties period of the Hui nationality education thought. It can be said that in the Ming and Qing Dynasties Hui educational thought is the production of multiple cultures, with the rich features of Islam.
The third part includes the third chapter to the six chapter, mainly in the Ming and Qing Dynasties Hui Hui Sinology education thought and Confucian education thought of combing and discussing systematically. Taking the Hui Sinology education in Ming and Qing Dynasties and the development of science education as a clue, focuses on Hai Rui, Li Zhi, Jiang Xiangnan and the Ming and Qing Dynasties "four Hui Han Wen translators" education thought were analyzed detailed.
The fourth part is the seventh chapter, mainly on the characteristics and influence of ideological education of Hui nationality in Ming and Qing Dynasties were summarized and analyzed. The theory of the Ming and Qing Dynasties of the Hui nationality education thought is a multicultural history product, therefore, has some unique characteristics. These characteristics were mainly religious, blend, the imbalance of the times and multiple aspects.
This paper argues that Muslims can develop in the China feudal dynasty generation, survival, "Yi Ru is" Hui education play a crucial role. That is to say, the Ming and Qing Dynasties, Hui Nationality Scholars in explaining their education ideas, consciously Islamic traditional culture and Confucianism as the representative of the Chinese combined with traditional culture. This combination is reflected in the "main loyalty", "Heaven five power", "humanity five code" other ideas. These thoughts not only the survival and development of the Hui people played an important role, even in the context of the new era, it contains the good Weirenchushi philosophy is still ahead of the enlightenment of Muslim spiritual wealth.
However, during the Ming and Qing Dynasties of the Hui nationality education after all is a historical product of the feudal era, the era of the Hui scholars in various cultural elements, inevitably absorb some feudal dross and negative elements, make the Ming and Qing Dynasties Hui education thought has obvious limitations. This limitation is easy to make people produce world weary, some thought that is not conducive to the survival and development of the Hui Muslim, is not conducive to building a harmonious social relationship. Therefore, we should abandon the idea of component negative.

【学位授予单位】：中央民族大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G529

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