西汉思想政治教育模式研究

发布时间：2018-08-03 10:09

【摘要】：我国古代不仅在思想政治教育理论知识方面呈现出极大的丰富性和多样性,同时也形成了相应的思想政治教育模式。本文坚持理论与实际相结合和古为今用的原则展开研究,结合西汉思想政治教育模式形成的理论渊源和历史前提,全面探析这一模式形成的历史进程、构成要素、历史特点、作用和现代启示等。全文主要分五个部分：第一章主要从先秦儒家的思想政治教育理论研究入手,阐述西汉思想政治教育模式得以形成的理论渊源。春秋战国时期的“百家争鸣”与先秦儒家思想政治教育理论的成形是西汉思想政治教育模式得以构建的理论渊源。秦朝的勃兴和速亡,一定程度上与其在思想政治教育上的“禁”和“堵”有关。秦朝速亡的教训及其在思想政治教育实践过程中的得失正是西汉思想政治教育模式得以构建的历史前提。第二章主要研究西汉思想政治教育模式形成的历史过程。西汉思想政治教育模式的构建经历了三个阶段,即汉高祖至景帝时期为探索阶段,汉武帝时期为形成阶段,后汉武帝时期为完善阶段。第三章具体分析西汉思想政治教育模式的结构及其构成要素。其构成要素包括西汉思想政治教育的主要内容、基本方法、实现途径和主要对象等。西汉思想政治教育的主要内容包括“天人合一”的天道观、以“孝”为核心的孝道思想、以“忠”为核心的政治伦理、以“三纲”、“五常”为核心的道德架构、以“礼”为核心的等级观念、以“大一统”为核心的政治理念等；基本方法有奉天法古、道德灌输、行为示范、化民成俗等；基本途径包括社会教育、学校教育和家庭教育；主要对象是天子、诸侯、卿大夫、士、庶人等。第四章则是对西汉思想政治教育模式的制度支持和历史特点进行了相关研究。一个模式得以形成并在实践中能够发挥作用,必须有相关的制度支持。三老、官学、私学教育以及察举选士等制度则为西汉思想政治教育模式提供了制度支持。同时,西汉思想政治教育模式是在特定的历史条件下形成,其不可避免的带有它那个时代的特点。这些特点主要包括教育对象的普及化、教育价值取向的一维化、教育方法、途径的多样化、“教”与“化”相得益彰、社会教育、学校教育、家庭教育相辅相成等。第五章是在前述研究的基础上,对西汉思想政治教育模式的历史作用及局限进行评价。西汉思想政治教育对于树立儒学的官方意识形态地位,促进西汉社会核心价值观念的形成,促成西汉社会风俗的转变,维护我国多民族国家的统一和稳定等方面发挥了重要作用。同时,本着古为今用的原则,本章还交待了从西汉思想政治教育模式研究过程中得到的相应现代启示。
[Abstract]:In ancient China, the theoretical knowledge of ideological and political education not only showed great richness and diversity, but also formed the corresponding mode of ideological and political education. This paper adheres to the principle of combining theory with practice and using the past for the present. Combining with the theoretical origin and historical premise of the formation of the ideological and political education model in the Western Han Dynasty, this paper comprehensively analyzes the historical process, elements and historical characteristics of the formation of this model. Function and modern enlightenment. This paper is divided into five parts: the first chapter mainly from the pre-Qin Confucian ideological and political education theory research, expound the Western Han Dynasty ideological and political education model to form the theoretical origin. The "hundred schools of thought contending" in the Spring and Autumn and warring States period and the formation of the pre-Qin Confucian ideological and political education theory are the theoretical origins of the construction of the ideological and political education model of the Western Han Dynasty. The prosperity and rapid fall of Qin Dynasty were related to its "prohibition" and "blocking" in ideological and political education. The lesson of Qin Dynasty and its gain and loss in the practice of ideological and political education is the historical premise of constructing the mode of ideological and political education in the Western Han Dynasty. The second chapter mainly studies the historical process of the formation of ideological and political education mode in the Western Han Dynasty. The construction of ideological and political education model in the Western Han Dynasty has experienced three stages, namely, the exploration stage from Han Dynasty to King Emperor, the formation stage from Han Dynasty to King Emperor, and the stage of perfection from late Han Dynasty to Emperor Wu Di. The third chapter analyzes the structure and elements of ideological and political education in the Western Han Dynasty. Its constituent elements include the main contents, basic methods, ways of realization and main objects of ideological and political education in the Western Han Dynasty. The main contents of ideological and political education in the Western Han Dynasty include the concept of heaven and man, the filial piety at the core, the political ethics with loyalty as the core, and the moral structure with "three outlines" and "five ordinary members" as the core. The basic methods include social education, school education and family education. The main objects are the son of Heaven, princes, officials, scholars, common people and so on. The fourth chapter is the western Han ideological and political education model of institutional support and historical characteristics of the relevant research. A model can be formed and can play a role in practice, must have the relevant system support. The three-aged, official education, private education and other systems provided institutional support for ideological and political education in the Western Han Dynasty. At the same time, the mode of ideological and political education in the Western Han Dynasty was formed under the specific historical conditions. These characteristics mainly include the popularization of educational objects, the one-dimensional orientation of educational value, the diversification of educational methods and approaches, the complementation of "teaching" and "transformation", social education, school education, family education and so on. The fifth chapter evaluates the historical function and limitation of ideological and political education in the Western Han Dynasty on the basis of the above research. Ideological and political education in the Western Han Dynasty promoted the formation of the core values of the Western Han Dynasty, and promoted the transformation of the social customs of the Western Han Dynasty, to establish the official ideological status of Confucianism, to promote the formation of the core values of the Western Han Dynasty society. It has played an important role in safeguarding the unity and stability of China's multi-ethnic country. At the same time, in line with the principle of using the past for the present, this chapter also describes the corresponding modern enlightenment from the research process of ideological and political education in the Western Han Dynasty.
【学位授予单位】：首都师范大学
【学位级别】：博士
【学位授予年份】：2011
【分类号】：K234

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