Monasticism - A study of the break-up of the Monasticism

Mengxue - Studies on the Broken Generation of Mengxue

In recent years, there are more and more studies on the broken generation of Mengxue. For example, Xiong Chengtai wrote "The teaching materials of Mongolian studies in the Ming Dynasty" (Curriculum - Teaching Materials - Teaching Methods, No. 11, 1991), Xu Yong wrote "The Mongolian studies in the Yuan Dynasty" (Journal of Beijing Normal University (Social Science Edition), 1993 Supplement), and Sun Peiqing's "History of Chinese Education" (March 1992 edition of East China Normal University Press) listed a special section, which studied in-depth "the Mongolian studies in the Song and Yuan Dynasties". Song and Yuan of monasticism", Gao Shiliang's "outline of Chinese education history" (ancient part) (People's Education Press, March 1991 edition) listed a special section, in-depth study of the "Qing dynasty of monasticism".

Sun Peiqing edited the "History of Chinese Education" chapter 7, section 4, "Song and Yuan of the school of monks" is summarized as follows:

Song and Yuan of the school of monks in the long-term teaching practice, accumulated some successful experience, the most prominent are the following three points:

First, emphasize the rigorous requirements, and lay a good foundation. Montessori education is a basic education, in this stage of strict requirements, lay a good foundation for children's future development will play a long-term role. Therefore, the Song and Yuan montessori education emphasizes the strict basic training for children. For example, in the life of etiquette, the requirements of children must be respectful of the living place, step must be upright, the sight and hearing must be end, speech must be rigorous, appearance must be dignified, the crown must be neat, food must be section, the hall must be clean, and so on. In terms of learning, the requirements of children reading must be word loud, "not a word, not less a word, not more than a word, not a word in reverse", and to be familiar with the recitation; writing must be "a stroke, strict and clear, not scribble". And pay particular attention to the cultivation of good study habits. Such as the requirements: "Where reading, must straighten the case, so that clean and upright. Books will be neatly placed, the body, the book, detailed and slow reading, careful and clear reading "," where the book, must be cared for, can not be damaged and wrinkled "," reading three to, that is, the heart to, the eyes to, the mouth to ", and so on. Good habits of life, learning, once formed, not only conducive to the growth of children, but also make them life-long benefit.

Secondly, the importance of using the form of "Instructions" and "Rules of Learning" to cultivate children's behavior. In order to cultivate children's behavior, educators in the Song and Yuan dynasties developed various forms of "Instructions" and "Rules of Learning" as a guideline for regulating children's behavior. For example, Zhu Xi's "Instructions for Children" made detailed provisions for children's clothes, shoes, speech, cleaning, reading and writing, and miscellaneous matters. Cheng Duanmeng's and Dong Baht's "Rules for Learning" also set out specific requirements for all aspects of children's lives and studies. Although these regulations and requirements are cumbersome and have the defect of suppressing the development of children's personalities, but the children's words and actions, every move, there are rules to follow, there are rules to follow, for the cultivation of their behavioral habits, has a certain positive effect.

Third, pay attention to the psychological characteristics of children, according to the situation, to stimulate their interest in learning. Montessori stage of the children lively and active, Song educators have noticed this feature of children, actively guide, arouse their interest in learning. Cheng Yi once said: "Teaching people do not see the interest, will not be happy to learn." Zhu Xi also advocated the use of historical stories, moral poetry to educate children, and to carry out "singing and dancing" and other recreational activities, in order to cause their fun, increase their learning conscientiousness, to achieve "Xi and Zhi long, and the heart of the realization" of the realm of the children written in his In the textbook he wrote for children, Primary School, this idea is fully embodied. In the book, he compiled a number of maxims, stories, and poems of admonition from "ancient sages and sages" to stimulate children's interest in learning. At the same time, they emphasized the importance of familiarizing themselves with the content of their studies, in accordance with the characteristics of children's strong memory and weak comprehension. These experiences deserve our attention.

Chi Xiaofang, a doctoral student of Professor Li Guojun at the Institute of Ancient Books, East China Normal University, wrote her doctoral dissertation on "Research on Elementary Education in the Ming Dynasty" in May 1993, which was highly praised by experts and scholars, and was later awarded a doctoral degree. This doctoral dissertation, with more than 200,000 words, is a comprehensive, in-depth, and systematic historical examination of the development of the Ming Dynasty Monasticism, the functions of the Ming Dynasty Monasticism, the curriculum, teaching materials, teaching methods, teachers, students, and the management of the Ming Dynasty Monasticism, among other issues. It can be said that this doctoral dissertation is an all-around specialized study of Ming dynasty monasticism.

Chi Xiaofang argues that the practice of monastic education in the Ming Dynasty occupies an important position in the history of the development of monastic education in ancient China. On the one hand, as an institution of primary education, monastic education developed rapidly at a rate that surpassed that of previous dynasties; on the other hand, based on the exploration of the theory of monastic education, the Ming dynasty produced a considerable number of elementary school rules in monastic education. These rules not only played a direct role in promoting the practice of monastic education in the Ming Dynasty, but also had a considerable impact on the monastic education of the Qing Dynasty and even modern primary education.

The practice of monastic education in the Ming Dynasty took many forms, including social studies, voluntary school, voluntary school, social school, elementary school, township school, martial arts school, family school, and monastic nature of the academy, etc.

In the Ming Dynasty, the practice of monastic education took many forms.

The development of Mengxue in the Ming Dynasty was mainly affected by political, economic, academic, and Mengxue education itself. In the political aspect, Ming central *** of the monastic education policy on the development of the Ming dynasty plays a direct role in promoting the development of monasticism, and officials at all levels of the importance of monastic education or not to a greater extent affects the rise and fall of monasticism. In the economic aspect, the impact of farming, the availability of funds for monks school, the decline of the local economy, etc. have an impact on the construction of monks school; and poor families can not go to school, the popularization of monks education in the Ming Dynasty is also quite unfavorable. In the academic aspect, its influence is manifested in two aspects: one is through some officials as scholars to organize monks and implement their own academic ideas, thus promoting the development of monastic education; the second is to deepen the exploration of the theory of monastic education ideas, thus playing a positive role in guiding the practice of monastic education in the Ming Dynasty. In terms of the factors of monastic education itself, the deviation of the goal of monastic education, the imperial examination system and the quality of monastic teachers have had a certain impact on the development of monastic education.

The Ming dynasty monks school one is as the institution of montessori, which determines the function of montessori education of the Ming dynasty montessori. Specifically manifested as follows: First, emphasize the children's moral character training, pay attention to the training of behavior, advocate knowledge and skills training, pay attention to the practicality of education. Second, as a direct bearer of social indoctrination, which determines the social indoctrination function of the Ming dynasty monastic education. Specifically manifested as follows: the Ming dynasty's education policy will be social education as one of the main tasks of the Mongolian education; Ming dynasty Mongolian education object of the civilian social education has a direct role in promoting; the Mongolian education itself is also used as a place of social education and directly face the community. Thirdly, as a supplement to the official school. The Mongolian school of the Ming dynasty as a supplement to the prefectural and county schools is because it has the nature of basic education, not because it is an inevitable and continuous part of the Ming dynasty school system.

The curriculum of the Ming Mengxue on the whole is more flexible, different educators on the design of the Mengxue curriculum is not exactly the same. Its basic characteristics are manifested in two aspects: First, the central content of the curriculum shows a strong tendency to moralize, and the second is in the subject set up to reflect the characteristics of diversity.

There are two basic types of teaching materials in the Ming Dynasty: one is the behavioral training or moral norms learning class. The first is the behavioral training or moral norms learning class. Including by Zhu Zi "elementary school" developed from the textbook, by the "filial piety scripture", "family rituals" and so on the composition of the textbook, by the holy metaphor and so on the composition of the textbook. The second is the category of knowledge and skills education, including the Three Character Classic, the Hundred Surnames, the Thousand Character Classic, the Nine Chapters of the Mathematical Art, the Famous Men's Laws, the Rituals and Poetry Training, and the Pair of Classes, and so on.

The teaching materials are selected in the following ways, one is taken from the previous book of Montessori; the second is the use of contemporary writings or *** Decree Provisions; the third is self-edited teaching materials.

The organization of the Ming Dynasty monastic education in general there are three types of types, namely, class compound teaching, teaching, social studies and small hall composite teaching. In the day course arrangement, largely in the morning, in the evening, the order of scheduling, the teaching time unit within the arrangement of different teaching content.

The specific teaching methods of each subject are different. In the teaching of the book class, one is required to teach the weight of the limit and leave room; second, the depth of the requirements of the gradual, gradual deepening; third, the requirements of the combination of lecture and back. In the teaching of the ritual lessons, the use of visual teaching and scrutinizing guidance. In the teaching of poetry, the main use of class song, advocating and reciting poetry and poetry combination of three ways. In the arithmetic class, there are mainly two ways of teaching and practicing in the classroom. Calligraphy class to copy the calligrapher's post practice.

The Ming dynasty monks school teachers basically by the state prison students, Confucian students, Confucian priests and idle retired officials and so on. In addition to the usual requirements of character and aptitude, teachers are also required to master certain educational skills. Teachers were selected and assigned in the following ways: appointment by school officials or local officials, nomination by the townspeople, and self-appointment, etc. Among them, in the case of appointment by *** officials, the teachers were appointed by the townspeople themselves. Among them, in the appointment by *** officials, there are two ways of teachers first assessment and then appointment and first training and then assigned.

The structure of teachers in the Ming Dynasty monks school is generally a school teacher, this distribution of monks school teaching methods, curriculum and teaching materials have a certain impact on the selection. There are basically three types of treatment for teachers, namely, exemption from miscellaneous corvée, payment of tuition, and the commitment to planting official fields or taking to the community school fields. Among them, the exemption from corvée was purely official.

In the Ming Dynasty, there were specific regulations on the enrollment conditions of monks' schools, such as the age, intelligence, origin, appearance, and character of students, but different monks' schools were different in their specific requirements. For example, in terms of age, there are differences of 8-14 years old, 8-15 years old, 6-20 years old, etc. The scope of enrollment includes all kinds of children in the civil society, the children of the clan, the children of special status, the children of the citizens, the children of the military, the children of the Xuxu, the native officials, the children of the natives, and so on.

In terms of the treatment of monastic students, it varies from one monastic school to another. In some cases, students were entitled to certain treatment, mainly in the form of exemption from payment of tuition. In terms of the student's path, the best students of the Mengxue can generally be promoted to Confucianism. However, this was not uniformly regulated by the Ming ***. However, in the Ming Dynasty, also appeared to require Confucian students to be limited to the social studies of a way, this claim will be the social studies as Confucianism, so that the social studies, prefectures and counties of the school, the three are in an interdependent chain, and so that the representative of the Montessori education of the social studies to become the school of the school of the school of the prefectures and counties of the school of the school of education of an inevitable, continuous part of the development of the traditional school education system is of great significance.

The semester of the Mengxue in the Ming Dynasty was basically divided into three months, eight months, and one year. The management of students is generally manifested in two aspects of behavioral management and academic management. Student behavioral management, including the establishment of the book of merit and fault, the father and the old man wheel sitting around the school to supervise the students, teachers and friends exhortation, tarting punishment and so on. In the academic management, academic examination is one of the important form, this examination is often held by the governor or local officials. The funding of the Ming dynasty monks mainly from the school field income, rental store or collect city tax. Lease or collect city tax shows that the development of the Ming Dynasty commodity economy on the development of the school is a certain impact.

In the Ming Dynasty, the management of teachers was basically carried out by the officials of the school or the local *** officials, which mainly limited the duties of the teachers and assessed their moral character and performance.

In the practice of monastic education in the Ming Dynasty, there is a phenomenon that deserves special attention, which is the mandatory measures in the issue of children's enrollment. Hongzhi seventeen years (1504), the government state and counties to build a social school, "folk young children under 15 years of age sent to study" ("Daming Huidian" Volume 78), represents the highest rulers of the view of the monks of the school education. Since the imperial decree had higher authority than the law in the past, this decree of Hongzhi 17 years can be said to be a legal regulation on the enrollment of children in monks' school. At least there was some degree of compulsion on the enrollment of children.

"Compulsory education", also known as "forced education", refers to the state in accordance with the provisions of the law, the children of different ages to implement the forced education. In the West, the earliest involved in the idea of "compulsory education" is the German Martin Luther (1483-1546), he said in the "condemnation of the responsibility to send their children to school" (written in 1530) said: "I think it is the responsibility of the municipal authorities to force the people to send their children to school. their children to school. There is no doubt that it is the duty of those in authority to ensure the succession of the said offices and other positions, so that there is no interruption of preachers, jurists, clerks, priests, doctors, teachers, etc. For we cannot do without these men." ("History of Foreign Education", p. 356, People's Education Publishing House, 1989 edition) And the earliest implementation of this kind of education was in the German state of Weimar, which, in 1619, in an educational decree issued by the Weimar state, explicitly stipulated that children had to be enrolled in school at the age of eight years, and that priests and the parents of the children had to send the list of the children who had attained the age of eight years to the ***. If the parents violated this law, they were forced by the *** to fulfill this obligation.

If "compulsory education" is the kind of education described above, then in China, the emergence of this idea of education and its implementation can be traced back to at least the Ming Dynasty. The first time I saw this, I was in the middle of the night, and I was in the middle of the night, and I was in the middle of the night, and I was in the middle of the night, and I was in the middle of the night. Ming Wuzong Zhengde sixteen years (1521) Wei school in Guangdong to build social studies, also advocated this proposal: "father and brother, if there is a violation, do not send their children into the community scholars, the question sits crime." ("Zhuang Dui Zhi Shu"). ("Zhuangqu遗书 "卷九 "谕民文")Yang Jizong, Wei school as a *** of school education managers, parents are required to fulfill the obligation to send their children to school, precisely in line with the basic spirit of Luther's claim of "forced education". At the same time, some of the orders issued by them were not national laws, but could be called "local regulations". In his doctoral dissertation, Chi Xiaofang compares the development of compulsory education with that of the West, and argues that forced enrollment in the practice of monastic education during the Ming dynasty was the earliest form of compulsory education.

By comparing the three reforms of the modern school system with the three political and educational movements, Chih pointed out that the practice of monastic education in the Ming Dynasty played a great role in the emergence of the modern three-tier school system of large, medium, and elementary school. She also argues that the formation of a new educational system is always based on the traditions of its own development, and that the success of educational reform depends to a certain extent on the amount of cultural and psychological preparation provided by traditional education. In the specific educational practice, the Ming dynasty in the curriculum, teaching materials, teaching methods, management and other aspects of the Montessori school for future generations to provide a lot of useful experience, its impact is not to be underestimated.

It is very important to study the intergenerational study of monasticism. If we do a thorough and detailed study of the important dynasties of antiquity, as Chi Xiaofang has done, then we will be able to conduct a higher level of comprehensive research on the basis of the specialized research, and the content will be much more substantial, and we will be in a position to make a more profound, scientific, and truthful study of the history of the development of monasticism and summarize the history of monasticism.