本文選題：明清時期　切入點：回族　出處：《中央民族大學》2012年博士論文

【摘要】：明清時期的回族教育思想包括漢學教育思想和經(jīng)學教育思想,它是該時期回族歷史人物對教育現(xiàn)象、教育問題及教育活動的理性認識和實踐反思。在本論文中,我們所談及的回族漢學教育思想僅指回族歷史人物海瑞、李贄和蔣湘南的教育思想,他們的教育思想并非限于對回族傳統(tǒng)教育的認識和反思,而是站在中國傳統(tǒng)文化的立場上來論述對教育及相關問題的認識,是回族漢學教育發(fā)展的產(chǎn)物。而回族經(jīng)學教育思想僅指明清時期回族“四大漢文譯著家”的教育思想,他們的教育思想以伊斯蘭教教義教規(guī)為依據(jù),又融入以儒家學說為代表的中國傳統(tǒng)文化元素,是伊斯蘭文化與中國傳統(tǒng)文化融合的產(chǎn)物。雖然,我們對明清時期的回族教育思想作了這樣的劃分,但我們必須明確地說：不管是回族漢學教育思想,還是回族經(jīng)學教育思想,它們都是中國傳統(tǒng)教育思想的重要組成部分,都對回族乃至中國伊斯蘭教的發(fā)展產(chǎn)生了重要影響。然而,迄今為止,國內(nèi)外學術界對明清時期回族教育思想形成的歷史背景、思想淵源、主要內(nèi)容及特點、影響等問題尚未展開專題性的討論。因此,對明清時期的回族教育思想進行深入、系統(tǒng)地梳理和探討,既可彌補該領域的缺憾和不足,拓寬回族學的研究范圍,推動回族學研究向縱深發(fā)展,又可充實和完善中國傳統(tǒng)教育思想的寶庫。同時,還可以為發(fā)展當前的回族教育以及構建和諧的社會環(huán)境提供有益參照。這是筆者開展此項專題性研究的主要原因。 由于本研究涉及教育學、歷史學、倫理學、宗教學、哲學、人類學、民族學等多個學科領域,又因為明清時期的回族教育思想是伊斯蘭文化與中國傳統(tǒng)文化融合的產(chǎn)物,因此,筆者運用多學科的視角來開展此項研究。在研究方法的選擇上,筆者主要采用文獻法和比較法,通過對文獻資料的收集、整理、提煉和分析,以便對明清時期的回族教育思想進行深入、系統(tǒng)的研究。 全文共七章,大致可分為四部分： 第一部分即第一章,主要對元明時期伊斯蘭教在中國的傳播,回族共同體的最終形成,明清時期統(tǒng)治階級對伊斯蘭教和回族所采取的政策,明代以前統(tǒng)治階級對回族先民所采取的文教政策以及回族先民的教育類型等問題進行了回顧和分析,旨在說明明清時期回族教育思想形成的社會歷史背景。 第二部分即第二章,主要考察了明清時期回族教育思想的淵源。明清時期的回族歷史人物既繼承了伊斯蘭傳統(tǒng)文化元素,又積極學習、接納以儒家文化為代表的中國傳統(tǒng)文化元素。同時,在伊斯蘭教發(fā)展過程中,蘇菲神秘主義思想也傳入中國,并對明清時期的回族歷史人物產(chǎn)生了重要影響。因此,不管是伊斯蘭文化元素,還是中國傳統(tǒng)文化元素,以及蘇菲神秘主義思想元素,都在明清時期的回族教育思想中有所體現(xiàn)。可以說,明清時期的回族教育思想是多種文化融合的產(chǎn)物,具有濃郁的伊斯蘭特色。 第三部分包括第三至六章,主要對明清時期的回族漢學教育思想和回族經(jīng)學教育思想進行了較為全面系統(tǒng)的梳理和討論。文章以明清時期回族漢學教育和經(jīng)學教育的發(fā)展為線索,著重對海瑞、李贄、蔣湘南以及明清時期“回族四大漢文譯著家”的教育思想進行了較為翔實的分析和闡述。 第四部分即第七章,主要對明清時期回族教育思想的特點及影響進行了理論概括和分析。由于明清時期的回族教育思想是多種文化融合的歷史產(chǎn)物,因而,具有一些自身的特點。這些特點主要表現(xiàn)為宗教性、交融性、不平衡性、時代性和多元性幾個方面。 本文認為,回族穆斯林之所以能在中國封建王朝世代生存、發(fā)展,“伊儒相通”的回族教育思想發(fā)揮了至關重要的作用。即是說,明清時期的回族學者在闡述他們的教育思想時,有意識地將伊斯蘭傳統(tǒng)文化與以儒家學說為代表的中國傳統(tǒng)文化相結合。這種結合體現(xiàn)在“順主忠君”、“天道五功”、“人道五典”等思想觀念中。這些思想不僅對回族的生存與發(fā)展發(fā)揮了重要作用,即使在新的時代背景下,它所蘊含的使人為善的為人處世哲理依然是啟迪回族穆斯林前行的精神財富。 然而,明清時期的回族教育思想畢竟是封建時代的歷史產(chǎn)物,該時期的回族學者在融入多種文化元素時,不可避免地吸收了一些封建糟粕和消極成分,使明清時期的回族教育思想具有明顯的時代局限性。這種局限性容易使人們產(chǎn)生厭世、棄世思想,既不利于回族穆斯林的生存與發(fā)展,也不利于和諧社會關系的構建。因此,我們應該摒棄這種消極的思想成分。
[Abstract]:During the Ming and Qing Dynasties of the Hui nationality education thought including Sinology education thought and Confucian education thought, it is the period of historical figures on Hui education phenomenon, rational understanding of education and education activities and practice. In this paper, we talk about the Chinese education thought only refers to the Hui Hui historical figure Li Zhi Harry, and Jiang Xiangnan's education they thought, education thought is not limited to the understanding and reflection of Hui traditional education, but in Chinese traditional culture standpoint discusses the understanding of education and related issues, is the product of the development of Chinese education. And the Hui Hui Confucian education thought only refers to the Ming and Qing dynasties Hui "four Chinese translators" education thought and their educational thoughts to Islamic teachings as the basis, but also into the Confucianism as the representative of the Chinese elements in traditional culture, Islamic culture and Chinese biography is The product of cultural integration. Although, we in the Ming and Qing Dynasties of the Hui nationality education thought made such division, but we must be clear: whether Hui Sinology education thought, or Hui Confucian education thought, which is an important part of China traditional education thought, has exerted an important influence on the development of the Hui nationality even Chinese of Islam. However, so far, the academic circles at home and abroad on the formation of Hui nationality education thought origin of Ming and Qing Dynasties, historical background, main contents and characteristics, influence and other issues have not yet commenced thematic discussion. Therefore, in-depth in the Ming and Qing Dynasties of the Hui nationality education thought, system analysis and discussion, can make up the field of shortcomings and deficiencies, broaden the research scope of the Hui Hui, promote to the depth development research, but also enrich and perfect the treasure China traditional educational thought. At the same time, can also be It provides a useful reference for the development of the current Hui education and the construction of a harmonious social environment. This is the main reason for the author to carry out this thematic study.
Because this research relates to education, history, ethics, religion, philosophy, anthropology, ethnology and other disciplines, but also because the Ming and Qing Dynasties of the Hui nationality education thought is the Islamic culture and traditional culture Chinese fusion product, therefore, the author uses a multidisciplinary perspective to carry out the research on the choice of research methods., the author mainly uses literature method and comparative method, through literature collection, collation, analysis and refinement, to the Ming and Qing Dynasties Hui education in-depth, systematic study.
The full text consists of seven chapters, which can be roughly divided into four parts.
The first part is the first chapter, mainly on the yuan and Ming Dynasties, the spread of Islam in Chinese, eventually forming the Muslim community, the Ming and Qing dynasties ruling class to Islam and the Hui nationality policy, reviews and analyses the educational policy before the Ming Dynasty ruling class of Hui nationality have been taken and the Hui Nationality Ancestors of the type of education and other issues, to show the formation of Hui education thought in the Ming and Qing Dynasties, the social and historical background.
The second part is the second chapter, mainly investigates the origin of Hui nationality education in Ming and Qing Dynasties of Ming and Qing Dynasties. The Hui historical figures not only inherited the traditional Islamic culture elements, and active learning, accept the Confucian culture as the representative of China traditional cultural elements. At the same time, in the development process of Islamic mysticism, Sophie introduced China. Have an important impact on the Ming and Qing Dynasties and the Hui historical figures. Therefore, whether the Islamic cultural elements, or China traditional cultural elements, and Sophie mysticism elements are reflected in the Ming and Qing Dynasties period of the Hui nationality education thought. It can be said that in the Ming and Qing Dynasties Hui educational thought is the production of multiple cultures, with the rich features of Islam.
The third part includes the third chapter to the six chapter, mainly in the Ming and Qing Dynasties Hui Hui Sinology education thought and Confucian education thought of combing and discussing systematically. Taking the Hui Sinology education in Ming and Qing Dynasties and the development of science education as a clue, focuses on Hai Rui, Li Zhi, Jiang Xiangnan and the Ming and Qing Dynasties "four Hui Han Wen translators" education thought were analyzed detailed.
The fourth part is the seventh chapter, mainly on the characteristics and influence of ideological education of Hui nationality in Ming and Qing Dynasties were summarized and analyzed. The theory of the Ming and Qing Dynasties of the Hui nationality education thought is a multicultural history product, therefore, has some unique characteristics. These characteristics were mainly religious, blend, the imbalance of the times and multiple aspects.
This paper argues that Muslims can develop in the China feudal dynasty generation, survival, "Yi Ru is" Hui education play a crucial role. That is to say, the Ming and Qing Dynasties, Hui Nationality Scholars in explaining their education ideas, consciously Islamic traditional culture and Confucianism as the representative of the Chinese combined with traditional culture. This combination is reflected in the "main loyalty", "Heaven five power", "humanity five code" other ideas. These thoughts not only the survival and development of the Hui people played an important role, even in the context of the new era, it contains the good Weirenchushi philosophy is still ahead of the enlightenment of Muslim spiritual wealth.
However, during the Ming and Qing Dynasties of the Hui nationality education after all is a historical product of the feudal era, the era of the Hui scholars in various cultural elements, inevitably absorb some feudal dross and negative elements, make the Ming and Qing Dynasties Hui education thought has obvious limitations. This limitation is easy to make people produce world weary, some thought that is not conducive to the survival and development of the Hui Muslim, is not conducive to building a harmonious social relationship. Therefore, we should abandon the idea of component negative.

【學位授予單位】：中央民族大學
【學位級別】：博士
【學位授予年份】：2012
【分類號】：G529

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