【摘要】： 自漢迄魏晉南北朝,無論形式還是事實上,讀書入仕皆被特權階層壟斷。隋唐時期,科舉制度臻于完備,士子讀書入仕機會的形式平等才有了制度保證。然而,教育資源投資和占有水平的差距,依然導致唐代不同階層士子讀書入仕機會的事實不平等。所謂教育資源,指唐代士子為科舉及第的目的,通過家庭(家族)或個人資源和個人努力的投資而獲得的教育機會和途徑。教育本身也是一種資源。士子政治、經濟、文化、社會關系等資源的占有水平影響其對教育資源的投資和占有水平,是導致不同階層士子科舉入仕機會事實不平等的重要原因。本文廣泛收集相關資料,大量利用唐五代筆記小說、唐人詩文,尤其墓志碑銘資料進行論述,共分六章。緒論進行學術史回顧并提出問題,結語綜述全文并做出結論。 開元以前,唐代官學總體處于上升通道,生員多、地位高,錄取配額高。開元十五年(727),吏部定限錄取總量,又定限生徒、鄉(xiāng)貢的錄取配額,直接導致了兩監(jiān)生員的大量離散,州縣學生員亦紛紛脫離官學,改走鄉(xiāng)貢一途,唐代官學面臨著前所未有的嚴重危機。面對危機,玄宗、代宗曾出臺一系列措施,如降低入學門檻、擴大招生范圍,甚至取締鄉(xiāng)貢等,意圖挽救。然而,生徒、鄉(xiāng)貢錄取配額比既不能有重大改變,鄉(xiāng)貢又無法取消,一切努力都只能徒勞,德宗貞元中,官學的衰敗終成定局。 官學興盛之時,相較于私學而言,擁有較多優(yōu)質教育資源。教師多科舉正途出身,既便未及第者亦多屬通經能文之士;校舍營修、生員食宿、教師聘用等,皆由各級政府財政承擔;教師、生員皆有相應的行為規(guī)范,日常教學管理較為完善;錄取配額高度集中,優(yōu)勢明顯。但優(yōu)質教育資源占有并非各級官學一致,而是依學校級別高低不同,有較大差距,學校級別越高,優(yōu)質教育資源的占有水平亦越高。官學依入學資格的高低不同,據(jù)員闕等額補足,品官子弟依其家庭官階、門蔭,直接補入較高級別的學校,庶民士子則只能考補較低級別的學校。因此,在官學這一特殊場合,不同階層士子優(yōu)質教育資源的占有,進而科舉及第量(率),從一開始就被其政治資源占有水平決定了,廣義士族子弟憑其出身優(yōu)勢,獲得了官學最大部分的優(yōu)質教育資源。 家庭和家族內部教育資源的優(yōu)勢主要表現(xiàn)在:授業(yè)者學養(yǎng)普遍較高,既便教孤之寡母,亦有一定的經史文學修養(yǎng);家庭藏書大致能滿足子弟習業(yè)之需;家庭經濟狀況一般較好,至少可以保障子弟完成學業(yè)的基本需求。相對優(yōu)勢的教育資源帶來了顯著的教育成效。家庭和家族內部教育的基礎性教育非常成功,為子弟在激烈的科舉競爭中占據(jù)優(yōu)勢打下了堅實的經史文學基礎,故子弟科舉及第率較高。然而,教育資源的優(yōu)勢乃家庭和家族投資和努力所得,故優(yōu)勢同時就意味著較高的準入門檻。因此,家庭和家族內部教育雖然在各個階層家庭中都可見到,但主要存在于廣義士族家庭。換言之,對家庭和家族內部教育資源的投資和占有,廣義士族子弟占據(jù)著絕對的優(yōu)勢。 家庭和家族以外的私學教育類型多樣,教育資源優(yōu)劣不同,各有其特點。進行基礎性教育的村坊學校,教學條件很差,教師水平普遍不高。私家講學對學生沒有出身、地域和員額的限制;授業(yè)者水平較高,但缺乏社會資源,無力引薦學徒;非體制內的身份受制于鄉(xiāng)貢有限的錄取配額,故及第者極少。私授是精英教育,其教育資源的優(yōu)勢主要體現(xiàn)在,授業(yè)者多當時名士,有較優(yōu)質的社會資源,教學又極富針對性;入門受業(yè)者少而精,多天資聰穎,學業(yè)出眾,故及第量(率)很高。習業(yè)山林寺院是最為開放的教育資源,其優(yōu)勢在于有較好的師資,有豐富的藏書,有三五成群的同學。由于家庭經濟資源占有的差距,士子山林寺院習業(yè)的環(huán)境差異很大,因此,雖然廣義士族子弟多家居習業(yè)者,山林寺院習業(yè)的庶民士子稍多于廣義士族子弟,但廣義士族子弟仍然因教育投資的優(yōu)勢,有更佳的習業(yè)環(huán)境,獲得了更高的科舉及第量(率)。要之,家庭和家族以外的私學教育資源,雖非廣義士族子弟教育投資的主陣地,但在優(yōu)勢教育資源的投資和占有上,庶民士子仍然居于下風。 士子對優(yōu)質教育資源的投資和占有,并非一成不變,而是依時代不同而有相應的變化,庶民士子的投資和占有水平有個緩慢提升的過程。開元以前,庶民士子不僅教育資源投資和占有處于絕對的劣勢,而且,意圖經鄉(xiāng)貢一途科舉及第,其概率也極低。開元至貞元年間,庶民士子有了更多的教育投資機會,并在一定程度上提升了教育資源的占有水平,但對優(yōu)質教育資源的投資和占有,與廣義士族子弟相較,差距仍然很大。至晚唐,在優(yōu)質教育資源的投資和占有,進而科舉及第量(率)上,庶民士子與廣義士族子弟的差距,在緩慢地縮小。士子教育資源投資和占有,亦隨著地域的不同而稍有變化,但這種變化受整個社會政治、經濟、軍事形勢的影響大,受士子個人和社會資源動員能力的影響小。 唐代庶民士子對優(yōu)質教育資源的投資和占有水平,雖然隨著時代的變化,在逐部的提升,但其提升的幅度極其有限,至少至唐亡,也未對廣義士族子弟的優(yōu)勢地位形成重大威脅,因此,其科舉及第量(率)雖也逐步上升,但幅度畢竟有限,并不能從根本上改變唐代社會階層垂直流動的凝固狀態(tài)。 庶民士子教育資源投資和占有水平長期不能得到有效提升,有著深深的時代印記。其一,唐代士族殘余勢力尚存,政府承擔起官辦教育的責任,卻不能對庶民士子充分開放,故政治資源占有的優(yōu)勢對優(yōu)質教育資源占有的作用極為直接和明顯,庶民士子無論怎樣努力和投資,也敵不過廣義士族子弟先天出身的優(yōu)勢。其二,當鄉(xiāng)貢地位上升,讀書入仕機會增多時,庶民士子教育投資的熱情也有上升。然而,唐代教育成本太高,既便一個完整的中下級官吏家庭,供養(yǎng)一個讀書人也不輕松,受制于經濟資源的劣勢,庶民士子教育投資能力極低。其三,唐政府推行科舉制度,并不斷加以完善,使之朝公平公正方向發(fā)展,為庶民士子制造了一個穩(wěn)定的讀書入仕的希望。然而,庶民士子及第量(率)一直處于極低的水平,終究無法形成“萬般皆下品,唯有讀書高”的共識,對教育的投資自然缺乏積極性和穩(wěn)定性,只有少數(shù)資源占有水平較高的庶民士子愿為之付出財富、時間和精力。其四,前述因素又導致了另一結果,當士子因故無法在父母蔭護下安心習業(yè),不能不苦學成才之時,多數(shù)庶民士子只能選擇放棄學業(yè)。因此,孜孜苦學、堅持完成學業(yè)的士子,絕大多數(shù)為廣義士族子弟。庶民士子既然連苦學的機會都很少,欲讀書晉身,何其之難! 總之,唐政府不能完全承擔教育投資的責任,學校不能充分向各階層士子開放,學校教育與貢舉就不能充分結合,士子就不可能在同一平臺展開競爭。私學教育投資依賴于家庭(族)經濟、文化、社會關系者多,而在諸多資源的占有和動員能力上,庶民階層皆遠不及廣義士族階層。因此,庶民士子對優(yōu)質教育資源的投資和占有,就只能長期處于劣勢地位,遂導致庶民士子科舉及第量(率)長期在低位徘徊,對凝固的社會階層垂直流動根本無法帶來較大的沖擊。
[Abstract]:From the Han Dynasty to the northern and Southern Dynasties of the Wei, Jin, and the northern and Southern Dynasties, both form and fact have been monopolized by the privileged class. In the Sui and Tang Dynasties, the imperial examination system was perfected, and the formal equality of the opportunity of the scholar's entry to the official was guaranteed. However, the gap between the investment of educational resources and the level of possession led to the opportunity for the scholars of the different strata of the Tang Dynasty to read the official opportunities. The so-called educational resources refer to the educational opportunities and means obtained by the scholars in the Tang Dynasty for the purpose of the imperial examination and the investment of family (family) or personal resources and individual efforts. Education itself is also a resource. The level of possession of the resources of the political, economic, cultural and social relations of the scholars affects their investment and occupation of educational resources. Level is the important reason for the fact that the different strata of the different stratum are not equal. This article extensively collects the relevant information and makes a great deal of use of the notes of the Tang and Five Dynasties, the Tang poetry and the epitaph, especially the epitaph inscriptions on six chapters. The introduction carries out a review of the academic history and puts forward some questions, the conclusion is summarized and the conclusion is made.
Before the Kaiyuan, the official school of the Tang Dynasty was generally in the ascending channel, with a high number of people, high position, high quota, fifteen years of admission (727), the official department set a limit on the total amount, and the quota of admission to the students and township tribute was set to limit the mass discretization of the two supervisors. The state and county students were divorced from the official schools and changed away from the township tribute. There had been a serious crisis. In the face of the crisis, Xuanzong had issued a series of measures, such as reducing the entrance threshold, expanding the enrollment scope and even banning the tribute. However, the quota ratio of the living apprentice and the township tribute could not be changed greatly, the township tribute could not be cancelled, and all the efforts were only in vain.
At the time of the prosperity of the official school, it has more high quality education resources than the private school. The teachers are born in the main section of the imperial examination. They are not the ones who are not the same. The school building camp, the living and lodging, the teachers' employment and so on are all borne by the government finance at all levels; the teachers, the students all have corresponding behavior norms, the daily teaching management is more perfect; admissions are accepted. The quota is highly concentrated and the advantages are obvious. But the quality education resources are not consistent with the official schools at all levels, but the higher level of the school level, the higher the school level, the higher the level of the high quality education resources. In order to make up for a higher grade school, the people of the common people can only make up for the lower grade schools. Therefore, in the special occasion of the official school, the possession of the high quality education resources of the different classes of scholars, and then the imperial examination and the quantity (rate) have been determined by the level of their political resources from the beginning. Part of the high quality education resources.
The advantages of educational resources within the family and family are mainly as follows: the schoolmasters are generally higher in school and education, even if they teach orphans and widows, and also have certain historical literature cultivation; the family collection can meet the needs of the children, and the family economy is generally good, at least to guarantee the basic needs of the children to complete their studies. The basic education of family and family education is very successful. It has laid a solid foundation of history and literature for the advantages of the children in the fierce imperial examination. Therefore, the imperial examination and the higher rate of the children are higher. However, the advantages of educational resources are the investment and hard work of family and family. Therefore, home and family education, therefore, can be seen in all classes of families, but mainly in the broad Sam family. In other words, the investment and possession of educational resources within the family and family, the broad sworn children occupy an absolute advantage.
There are various types of private school education outside the family and family, and the educational resources are different, each has its own characteristics. The village school, which carries out basic education, is poor in teaching conditions and the level of teachers is generally not high. Private lectures have no origin in the students, the limits of geography and posts, the higher level of water, but lack of social resources, inability to recommend apprenticeship; non body. The identity within the system is limited to the limited admission quota of township tribute, so there are few and few. Private teaching is the elite education. The advantages of the educational resources are mainly reflected in the advantages of the educational resources, the more good social resources are given to the instructer, the teaching and the teaching are very pertinent; the introductory recipients are less and more precise, the talent is bright and the school is outstanding, so the number (rate) is very high. Xi Ye mountain is high. The forest monastery is the most open educational resource. Its advantages lie in good teachers, rich collections of books, and three and five groups of students. Because of the gap between family economic resources, the environment of the scholar Zi Shan Lin Temple practice is very different. However, the children of the Yi nationality, but the children of the general family still have a better environment of practice because of the advantages of investment in education, and have obtained a higher level of imperial examinations and a higher number (rate). It's the wind.
The investment and possession of the high quality education resources were not the same, but they had the corresponding changes in accordance with the times. The investment and possession level of the common people had a slow promotion. Before the Yuan Dynasty, the common people were not only the absolute disadvantage of the investment and possession of the educational resources, but also the intention was to pass the imperial examination and to the first. In the period from Kaiyuan to Zhen Yuan, the people of the common people had more opportunities for education and investment, and raised the level of the possession of educational resources to a certain extent. But the investment and possession of high quality education resources, compared with the broad sense of the children's children, was still very large. In terms of the quantity (rate), the gap between the common people and the broad people's children is slowly narrowing. The investment and possession of the educational resources of the scholars have changed slightly with the different regions, but this change is greatly influenced by the political, economic and military situation of the whole society, and the influence of the individual and the mobilization ability of the social resources is small.
Although the investment and possession level of the common people in the Tang Dynasty to high quality education resources, although with the change of the times, the extent of the promotion is extremely limited, at least to the Tang Dynasty, and has not formed a major threat to the dominant position of the broad people's children. Therefore, although the imperial examination and the quantity (rate) are also gradually rising, the extent is limited after all. It can fundamentally change the solidification state of vertical social mobility in the Tang Dynasty.
For a long time, the investment and possession of the common people's education resources can not be effectively promoted, and there is a deep imprint of the times. First, the residual forces of the Tang Dynasty still remain, the government has assumed responsibility for the official education, but it can not fully open the people of the common people. It is obvious that no matter how hard the common people work and invest, they can not rival the advantages of the innate origin of the general family. Secondly, when the status of the township tribute is rising and the opportunity for reading is increased, the enthusiasm for the education investment of the common people is also rising. However, the cost of education is too high in the Tang Dynasty, which is a complete family of middle and lower officials and a reader. It was also not easy to be relaxed, subject to the disadvantage of economic resources, and the education investment ability of the common people was very low. Thirdly, the Tang government carried out the imperial examination system and perfected it to make it develop in a fair and fair direction, and made a stable hope for the people of the common people. However, the common people and the number of people were at a very low level. It is impossible to form a common understanding of "all kinds of things, only reading high", the natural lack of enthusiasm and stability for the investment in education. Only a few of the common people who have high level of resources are willing to pay for their wealth, time and energy. The majority of the people of the common people can only choose to give up their studies when they are unable to learn from their hard work. Therefore, most of the scholars who have studied hard to finish their studies are the broad sense of the scholar's children.
In a word, the Tang government can not fully undertake the responsibility of investment in education. Schools can not be fully open to all classes of scholars, school education and tribute can not be fully integrated. The scholars can not compete on the same platform. Private education investment depends on Yu Jiating (ethnic) economy, culture, social relations, and the possession and mobilization of many resources. As a result, the plebeian stratum is far less than the general class. Therefore, the investment and possession of the high quality education resources of the common people can only be in a weak position for a long time, which leads to the long and long low position of the common people, which can not bring a great impact on the vertical flow of the solidified social stratum.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2009
【分類號】：K242

【引證文獻】

相關碩士學位論文 前2條

1 滕金宇;促進盛唐詩歌繁榮的教育因素初探[D];東北師范大學;2011年

2 張曉輝;唐代士人禮制教育初探[D];天津師范大學;2012年

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本文編號：2129380