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| 題名: | 以傳統中國人生活互動特質看王安石的教育改革 |
| 其他題名: | According to the inter-characteristics of traditional Chinese lifeto examine An Shi, Wang's educational reformation |
| 作者: | 謝幸芳
Hsieh, Hsing-fang |
| 貢獻者: | 教育社會學研究所
鄒川雄 |
| 關鍵詞: | 科舉;學校教育;傳統中國社會;王安石教育改革;生活互動;胥吏 |
| 日期: | 2003 |
| 上傳時間: | 2015-06-02 17:06:27 (UTC+8) |
| 摘要: | 本研究是以傳統中國人生活互動特質去分析王安石的教育改革，企圖從「文化互動」的觀點出發，探求傳統中國人的思維模式（the mode of thinking）與行事邏輯（the logic of practice），以別於過去從歷史、政治、經濟與人格的角度去對王安石教育改革提出檢討。希望從文化互動的視野對王安石教育改革能作出最佳的分析與理解。 首先，第二章為理論詮釋的部分，本研究是以Bourdieu的文化資本（cultural capital）、習性（habitus）與場域（field）的討論為基本取向，使討論傳統中國人生活互動特質，諸如 拿捏分寸、陽陰默認、和諧觀與情面等面向具有實踐的意義。並以歷史文獻資料加以佐證。 第三章，本研究要對王安石教育改革提出檢討，必須先對傳統中國教育在傳統中國社會具有怎樣的意涵，以及它基本精神為何？它與皇權、人民和制度等領域的互動關係為何？ 第四章，傳統中國教育所呈現的問題。傳統中國教育的基本精神，諸如：它作為皇帝控制人民的手段、具有安定人心的作用，以及作為再製與調和階級的機制等。當這些精神落實在歷史的脈絡下，卻體現出德行與功利實用間的矛盾、產生一批學非所用的官僚體系，和胥吏對於政權的掌控等問題。最後，在北宋的特殊歷史背景下，這些教育基本問題呈現怎樣的現象？ 第五章，王安石針對北宋的教育問題提出教改政策，以企圖達到他經世致用的理想。 第六章，教育改革失敗政策面的檢討。本章純粹從王安石教改內容提出討論，尋找出教改失敗是因與傳統中國人的生活互動特質不相符合，導致變法的失敗為研究的方向。 第七章，教育改革失敗非政策面的檢討。即便不去考慮政策的理念是否有無問題，在政策執行的過程中，當時的其他社會條件，像：執行者、行政執行力等也無法相配合，使變法失敗。關於這部分的討論就歸為非政策面因素。 總結，本研究提出一個「文化互動模式」的視野觀，希望日後的研究者在討論有關中國的教育問題時，能從本土化的觀點切入，以求對政策有更深一層地瞭解與檢討。
This research analyses An Shi,Wang’s education reformation according to inter-characteristics of traditional Chinese people. As the view of inter-culture, I try to discover traditional Chinese’s mode of thinking and logic of practice. Distinguishing between the past from the view of history, policies, economic and personality explore about An Shi,Wang’s education reformation. I try to make the best analysis and comprehension in An Shi,Wang’s education reformation from the view of inter-culture. First, chapter two is about theories explanations. This research is base on the discussions of Bourdieu’s cultural capital, habits and field. These make the fulfillment meaning in inter-characteristics of traditional Chinese people such as take and hold, the style of yang and yin, thinking of harmonious and feelings est. Moreover, I use the historical papers and data to evidence. Talking about chapter three, this research reviews An Shi,Wang’s education reformation and finds what meanings about traditional Chinese education in traditional Chinese society and its spirit. What does traditional Chinese education have relation to imperial authority, people and system? Chapter four is about the problems of traditional Chinese education. The basic spirits of traditional Chinese education are the means which the emperors control people, acting on comforting people’s hearts, and reproducing and harmonizing rank system est. When involving in the historical annals, these spirits reflect conflicts between morality and utilitarian practical and produce some problems such as a bureaucrat system of one doesn’t do what one has learned and petty official control regime. Finally, what do these basic education problems show under special historical background of the north Sung Dynasty? An Shi,Wang proposed education reformation policies according to education problems of the north Sung Dynasty in chapter five. He tried to reach the ideal of his statecraft. Chapter six is discussing about education reformation failure in policies. This chapter only discuss the contents of An Shi,Wang’s education reformation and find the education reformation fail which result from not fitting in with life inter-characteristics of traditional Chinese life. On the ground of these reformation failed. These causes are an aspect of research. Chapter seven is discussing about education reformation failure in non-policies. Ignoring to consider the problems of policy ideal, other social conditions, such as the executants and administration enforce est., can’t cooperate through the policies perform at that time. These non-policies make the reformation fail finally. In a word, the research proposes a view of inter-culture mode. When other researchers discuss about Chinese education problems in the future, they can read from this point of view to understand and question about the policies deeply. |
| 顯示於類別: | [應用社會學系(社會工作與社會設計碩士班,教育社會學碩士班)] 博碩士論文-教育社會學碩士班
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