明代中晚期讲学运动：1526—1626

发布时间：2018-05-09 06:31

本文选题：讲学 + 讲会　；参考：《复旦大学》2004年博士论文

【摘要】：本文包括绪论、正文六章、结论、附录四个部分，主要探讨了明代中晚期从王阳明讲学至东林学派的讲学之间约一百年的讲学发展历程，以及讲学与政治、学术、社会道德等问题之间的关系。明代的讲学运动是明王朝较为独特的文化现象，是社会经济发达及文化普及的反映，也是在阳明学学派建构中催生出来的一种要求。在明代嘉靖、隆庆、万历、泰昌、天启五朝中，讲学运动依托书院、会馆、精舍、山房、宗祠、贡院、寺庙、道观及山川秀美之处，遍布大江南北，尢以南方南直隶、江西、浙江为最。王阳明晚年将其绝大部分精力投放在讲学活动中，创立了最早的讲会——稽山书院讲会和中天阁讲会，并鼓励像惜阴会之类地域讲会的大量出现。阳明逝世之后，朝廷对王阳明的不公正的待遇激发了其弟子们以讲学来发扬师说、以建设书院来祭祀先师的热情。地域讲会开始流行，同门意识增强。学者们非但在各自的家乡讲学，又联合同门举行江浙大会，即便为官者也讲学不辍。然而，蓬勃发展的讲学运动所夹带的弊端，以及阳明后学之流弊，使讲学运动在嘉靖末年达于巅峰之后，在隆庆和万历初年先后遭到了来自高拱和张居正的压制。尽管禁讲学的背后，不能不有其政治的背景，但在万历十年之后，一些学者开始反思讲学运动本身的问题，并赋予讲学运动必须维护或重建社会道德的责任。代表性的人物即耿定向与东林学派。东林学派在重整社会道德的同时，提倡以程朱为学，使其讲学活动在宗旨上逐渐摆脱了阳明学，从而开启了明末清初朱子学复兴之端。在这一历程中，政治、学术、道德诸问题与讲学缠杂不清，使得讲学活动的外部环境越来越恶劣，乃至引发天启六年大规模地禁毁书院活动，而首善书院的被毁标志着明代讲学风潮的结束。因此，综观明代中晚期的一百年的讲学运动历程，其过程呈现出较为明显的从开放到内敛的取向。这与一般思想史上对晚明思想活跃、启蒙的定性似乎不同。但是，笔者认为，讲学活动以王阳明和王艮为源头而分为两系，即学院式讲学和庶民式讲学。当嘉靖年间两系讲学基本重合、互相支持时，讲学运动是开放的、活跃的、激进的；然而政治的打击以及正统的学者对社会道德的关注，使庶民式讲学的环境越来越恶劣，而学院式讲学则越来越保守，两系讲学渐行渐远。学院式讲学挟政治、经济之实力，不断压缩庶民讲学的空间，最终将庶民讲学的思想家逐出讲学之主流圈外。至此，晚明讲学内敛、卫道的性格基本形成，，并为清初的讲学活动所继承。
[Abstract]:This paper consists of four parts: introduction, six chapters, conclusions and appendices. It mainly discusses the development of lectures from Wang Yangming to Donglin School in the middle and late Ming Dynasty, as well as the development of lectures, politics, academia, and so on. The relationship between social morality and other issues. The Ming Dynasty's lecture movement is a relatively unique cultural phenomenon of the Ming Dynasty, a reflection of the development of social economy and the popularization of culture, and is also a requirement arising from the construction of the Yangming school of thought. In the five dynasties of Jiajing, Longqing, Wanli, Taichang and Tianqi in the Ming Dynasty, the lecture movement relied on academies, guilds, fine houses, mountain houses, ancestral halls, gongyuan, temples, Taoist temples and beautiful places of mountains and rivers, all over the north and south of the river, especially in Nanzhili in the south, and in Jiangxi. Zhejiang is the most important. In his later years, Wang Yangming devoted most of his energy to lectures, founded the earliest lecture sessions-Jishan Academy and Zhongtian Pavilion, and encouraged the emergence of regional lectures such as Xue Yin Hui. After the death of Yang Ming, the unfair treatment of Wang Yangming by the court inspired his disciples to carry forward the teacher's talk and to build the academy to sacrifice to the first teacher. Regional talk will begin to be popular, with increased awareness of the same door. Scholars not only lectured in their hometown, but also jointly held the Jiangsu and Zhejiang conferences, even for the officials also lectured incessantly. However, the shortcomings of the flourishing lecture movement and the shortcomings of Yangming's later learning made the lecture movement come to its peak in the last years of Jiajing, and was suppressed successively by Gao Gong and Zhang Juzheng in Longqing and the beginning of Wanli. Although there must be a political background behind the proscription, ten years later, some scholars began to reflect on the problems of the lecture movement and entrusted the lecture movement with the responsibility of maintaining or rebuilding social morality. The representative personage namely Gengzhi and Donglin school. At the same time, the Donglin School advocated Cheng Zhu as the school of learning, so that its teaching activities gradually got rid of the Yangming School, thus opening the end of the Ming Dynasty and the early Qing Dynasty Zhu Zixue revival. In the course of this process, the political, academic and moral problems were confused with the lecture, which made the external environment of the lecture activities worse and worse, and even triggered the apocalyptic six years large-scale ban on the destruction of academies. The destruction of Shoushan Academy marked the end of the Ming Dynasty. Therefore, during the 100 years of the late Ming Dynasty, the process of the lecture movement showed an obvious trend from opening to introverted. This and the general ideological history of the late Ming thought active, the nature of enlightenment seems to be different. However, the author believes that the teaching activities are divided into two departments, namely, academic lectures and plebeian lectures, with Wang Yangming and Wang Gen as the source. When the two departments basically overlapped and supported each other during the Jiajing years, the lecture movement was open, active, and radical. However, the attack on politics and the concern of orthodox scholars for social morality made the environment for plebeian lectures worse and worse. College-style lectures are becoming more and more conservative, and the two departments are going further and further. With the strength of politics and economy, the space of common people's lectures was compressed, and the thinkers of common people's lectures were expelled from the mainstream circle. At this point, the late Ming Dynasty, introverted, Wei Tao's character was basically formed, and was inherited by the early Qing Dynasty.
【学位授予单位】：复旦大学
【学位级别】：博士
【学位授予年份】：2004
【分类号】：K248

【相似文献】