Dissertation Title Academic Style of Song Dynasty Shuyuan

The Influence of Academic Style of Shuyuan, Chinese Library Classification Number: I206.2 Literature Identification Number: Shuyuan is a unique form of educational organization in ancient China, which is the product of the development of private schools to a certain stage, and is an important educational system differentiated from the official school. In the sixth year of Kaiyuan, Li Zheng Shuyuan was established as a place to write books, which was the earliest academy in Chinese history. However, Li Zheng Shuyuan is still government-run, the main task is not to educate talents, but to collect and organize books and canonical books, and write national history. But at this time, the folk academy, with the characteristics of the later gathering of disciples lecturing. Song dynasty academy further development, the northern song dynasty formed bailu dong, yuelu, songyang, yingtian four major academies. In the Southern Song Dynasty, with the development of science, rationalists have entered the academy, the development of the academy reached its peak. With the development and maturity of the academies, each academy presented a similar style of learning, each with its own characteristics. These academic styles had a profound impact on the overall style of the academies and teachers educational teaching and students' spiritual aspirations. At the beginning of the establishment of the Song Dynasty, it was faced with the problem of how to eliminate the forces of division and accomplish the great cause of unification. Therefore, for a long time, the official education of the Song Dynasty was not developed. It was in this situation that the academies, which were the mainstay of private lectures, emerged to make up for the lack of official education. However, with the gradual stabilization of the Northern Song regime, the Northern Song government gradually returned the right of education to the official government, and the educational role of private academies was gradually replaced. Subsequently, the official schools presented a prosperous scene on the surface, but their teaching philosophy and content were deviated. Most of the official teachers and students were obsessed with profit, and regarded teaching and learning as a knockout for the imperial examinations. As a result, the folk academy's ethos of worrying about the country and understanding the past and present was gone. When the Jin invaded the north, this educational malpractice was exposed. For the sake of fame and fortune, too many officials trained students who easily abandoned the advocated difference between savage and summer and the righteousness of kings and ministers. As a result, the Southern Song scholars faced the major problem of how to maintain the world's moral and human minorities threatened the hearts of Americans. Compared with the Northern Song, the situation of the Southern Song official schools was not much improved. Chen Fuliang points out that the local official schools were still: stationery wins and gets money, teachers are good at learning and get Confucian. Zhu also believed that the Central Business School was a so-called business school, but it could be sold on the market for the sake of sound and profit. What the teachers said and the students heard was nothing more than how to get the official position and how to make profit. In view of this, the Southern Song rationalists devoted themselves to correcting this tendency and did a great deal of work. However, due to the long-standing shortcomings of the official school, it was difficult to improve it. They devoted most of their energy to the academies, formulating rules of study and practicing them physically, contributing greatly to the development of the academies. Among the regulations of the academies in the Song Dynasty, the regulations of the Bailudong Academy were the most influential and symbolized the spirit of the academy. There are five rules. The first one is for the purpose of the five religions, father and son have kinship, and friends have faith. Moral qualities come first in the regulations on issues such as ethical and moral standards. Next, be knowledgeable and . To be faithful. The so-called order of learning is not a provision for learning methods, requiring students to first study extensively, and then think about what they do not understand the problem first do not understand and then ask, and constantly think about it, to absorb the essence of the dregs of the dregs, and finally apply the knowledge gained to the reality of the test. Then, be loyal, and change. The so-called cultivation is the norms of personal cultivation, which requires students to work on cultivation, pay attention to self-reflection, strengthen cultivation, limit their excessive selfishness, suppress their anger, and constantly self-reflection

They are realistic, innovative, and diligent in their academic research. A famous thinker paid great attention to students' studies, and he even practiced what he preached for his teachers. When he was a teacher at Yingtianfu Academy, he was very disciplined and disciplined in public schools . Many people in the Song Dynasty who were famous for their literature taught more. Teach and manage by example. He believed that teachers should not only teach their studies but also manage their students, both verbally and by example. Every time he made a question, he had to let his students hold it, he must be self-sufficient, and because he taught well, he was loved by his students and admired by scholars who came to him face to face. In addition, Zhu, a master of Neo-Confucianism, believed that students should be taught: take things for granted and wait for others to set them up before following suit! Tang t is bent on suppressing with rules and regulations, but also reasoning, setting up advanced models, and modeling with examples, so that they can set up ambitious aspirations in life. In his spare time, he discussed various academic issues with his students and disciples and asked questions. Teachers teach by example, students study hard, study diligently, and cultivate their emotions, and everyone becomes a carrier of the academic style of the academy. In the academic atmosphere created by the masters of the academy, the Song scholars would have a strong sense of belonging after entering their favorite academy. They devoted themselves to the academy, devoted themselves to academic research, y understood the spirit of science, abided by the rules and regulations of the academy, and realized their own learning potential. Even when the academy was dealt a heavy blow by the Party's banning in the Qing Dynasty, these students persisted in studying and spreading Rigaku in spite of political oppression and danger to their lives. For example, when Cai, a student of Zhu's the day before, was deported to Daozhou, he still went to the Hanquan Jingshang to bid farewell to his teacher and classmates, and reviewed the Sengtongqi with his teacher all night long. It shows that the academy not only nurtured dedicated and selfless talents in academic research, but also cultivated their loyalty, bravery, and fearlessness. The study of secondary school students was not only limited to the official bibliography of the imperial examinations, but also to continuously improve their personal cultivation and ability to become talents who could be used and passed on to the people in the future. Such as Hu Hong's students Wu Yi and Zhu said: Wu taboo second year, the word, ................. Chai was a disciple of Zhu and was an official all his life. He wrote books and passed on scriptures and made a career out of teaching disciples. II. Characteristics of the Scholarly Style in the Song Dynasty. The combination of science teaching and academic activities. Before the Song Dynasty, the official school was the main force in spreading knowledge and teaching scholars. But at this time, the official school system is conservative and great, seldom lecturing and talking to each other . It was not the original intention of the state to run schools to teach and educate people. The official school education in the early Song Dynasty was also a failure. At the time of the national tragedy, most of the scholars, who were at the top of the Four Great Men, saw profit and were tired of fairness. In order to change these phenomena, Neo-Confucianism did a lot of work, but the actual results were not satisfactory. This state had studied politics for a long time, knowing that there were imperial examinations but not learning them. Therefore, the masters of science have built or renovated the academies, combining the activities of the academies with the teaching of science, in order to get rid of the incentives of the imperial examinations. In Zhang re-modeling Yuelu Shuyuan record, it was pointed out that Liu Yong visible, the rationalists are not eager to eradicate the bad influence of the imperial examinations on the scholars, they are only opposed to the study for the imperial examinations. Thereafter, through the lectures in the academy, they gradually corrected the secular concept of imperial examination and created an excellent style of learning

In the Song dynasty academy lectures, the masters of the masters and disciples of the problems and difficulties of each other, but also continue to improve the system of rationalism, so as to combine academic research with the academy lectures, and to promote the academy and rationalism of the development and prosperity of the academy.3 free debate and discussion atmosphere in the masters of the rationale s influence, the lectures in the academy covered a wide range of topics, including the revenge of three thousand dollars and the love of three little people, and there were often lectures and talks. The trend of free lectures and the increase of discussion and debate activities affected the students' changing learning methods subconsciously and enhanced their independent learning and problem-solving abilities. Zhu Xinxue encouraged an academic atmosphere of free debate and mutual discussion. When he lectured at Bai Lu Dong Shu Yuan, he often asked his students questions. When students asked questions, they repeatedly explained difficult points. In order to promote and maintain this atmosphere of free debate and discussion, he advocated that the College should organize more lectures for discussion and debate among different schools and colleges, such as the historical Goose Lake Lectures, in order to improve the College's standard of operation and academic research ability, so that the College's teachers and students would often ask questions and discuss and study academic issues with each other.4. Seek Truth, Seek Truth for Learning. Spiritual masters emphasized cultivation and leading by example in their studies, all of which were down-to-earth and hard-working. Under their influence, education in the academy emphasized more on independent and conscious learning. For example, Zhu had told his disciples that there was hardly any time to talk, and that in the lectures at the Hukai, the Bailudong Academy, and the Yuelu Academy, there were discussions, arguments, and mutual skepticism among the masters. They listen to different academic views from different schools and take advantage of each school's promotion of scholarship. The Shuyuan teachers set an example by always maintaining a realistic attitude toward learning. For example, Chen Liang felt that there was no practical use in studying empty texts and ideas, such as Zhongyong and the University. He spent ten years exploring the beginning of the creation of heaven and earth, examining the changes in the evolution of the ancient and modern worlds, and gained the attention of the Han, Wei, Jin, and Tang dynasties by pushing the Way of the King and the Hegemony, and established the school of Ligong, which advocated the establishment of meritocracy and practical learning. Thirdly, the excellent academic style of Song Dynasty academies was influenced by the excellent academic style of Song Dynasty academies, which melted the temptation of imperial examinations to students and restrained the infringement of the residential folk science to students. They adhered to the ideals of benevolence, righteousness, morality and concern for reality, cultivated a large number of virtuous and talented literati, and continuously improved the inner cultivation, life values and ideal beliefs of Song literati. After the Song Dynasty, the Shuyuan continued through the Yuan Dynasty and up to the present. After the Hundred Days' Reform, the academies were replaced by a new educational system and all the academies in China disappeared. The Yuan Dynasty was a period of foreign domination, but under the influence of the academic style of Song studies, the scholars did not bow down to the rulers. They stood firm on the Spring and Autumn period to Ixia. For example, when the Yuan soldiers besieged the city, the teachers and students of Yuelu Academy put down their books and stood firm with the soldiers and civilians to defend the city, showing a fearless spirit of sacrifice. Wen Tianxiang, a student of Bailuzhou Academy, vowed to surrender to the ruler. At the beginning of the Yuan Dynasty, even if the military struggle could not change the reality of the fallen country, the loyalists or secluded in the mountains or founded the academy or to the hospital lectures to spread the spirit of science, continue to carry out nonviolent struggle activities, so as to maintain a good style of learning and the spirit of the academy in the Song Dynasty. In the early Ming Dynasty, the development of the academy was slowed down by the influence of the policy, which was replaced by the prosperity of the government school. The education philosophy of the early Ming Dynasty was "education is king"

For example, the teachers and students of the Donglin Academy were not afraid of the court's bans and political struggles, but still insisted on the voice of reading in the rain and wind, and this voice is heard; family affairs, world affairs, everything is a concern for the purpose of learning. Always concerned about current events and the fate of the country, even in the later official ban, they still adhere to the fine tradition. In short, the learning style of the Song Dynasty academies has been continuously continued and passed on. Even today, it still influences people providing an endless spiritual source for future generations. References: Deng Hongbo: History of Chinese Shuyuan, Oriental Publishing Center, 2006 edition. Zhu: The Shuyuan in China, Commercial Press, 1993. Chen Jia and Deng Hongbo: Materials on the History of Chinese Shuyuan, Zhejiang Education Press, 1998. Huang Zongxi: The Case of Song and Yuan Studies, Zhonghua Shuju Bureaus, 1986 edition. Li Jingde: Zhu Zi yuqi, Zhonghua shubu, 1986 edition. Zhu, edited by Deng Hongbo: Bai Lu Dong Shuyuan reveals, Chinese academy rules, Hunan University Press, 2000 edition. Zheng: The university spirit of ancient academies and its practical significance, Master's degree Hebei Normal University doctoral dissertation, 2008. Mao Xiaoshu: On the academic spirit of the masters of science in the Southern Song Dynasty academy, Master's degree Jiangxi Normal University doctoral dissertation, 2007. author's biography: Li Jingjing, male, born in 1985 in Dezhou, Shandong Province, the North Polytechnic University of Ideological and Political Theory Department of the class of 2009 postgraduate students. His research direction is school management and ideology and politics.