【作者】 杜华伟；

【导师】 吕耀怀；

【作者基本信息】 中南大学 ， 哲学， 2012， 博士

【摘要】 书院是中国古代一种特殊的教育组织,它发端于唐代,源于私人治学的书斋与朝廷整理图书典籍的衙门,有民间与官府两大来源。在后来的发展过程中,它继承私学教育的独立性、平等性及素质教育性并不断扩大受教群体,以其服务于社会的开放性以及招生授业的制度性而区别于私人书斋。同时,它萃取官学教育在办学层次、课程内容及管理体系方面的系统性与制度化,但又扬弃官学沉迷于科举之不足而形成自己特定的培养目标与培养方法,尤其以其完备有效的个体德性培育体系而优于官学。于是,至宋代,书院作为一种特殊的文化教育制度正式确立。在其后元明清时代时,始终在传授知识、培养德性、化育人生和安邦治国等方面发挥着非常重要的作用。中国古代书院在积极继承、发扬儒家德性价值的基础上,确立了“传道济民”的教育宗旨与“育德为先”的教育理念,将道德教育置于整个教育活动的重心与首位,并始终以个体德性培育作为“讲学”、“藏书”、“祭祀”与“学田”四大基本规制的价值导向与努力目标。为了有效贯彻落实教育宗旨与教育理念,古代书院根据生徒个体的资质、个性和优缺点不同而采用因材施教原则,并且根据个体身心发展的阶段性与差异性实施“分年法”道德教育,即将个体德性培育分为以“学其事”为主要内容的“小学”阶段和以“穷其理”为主要内容的“大学”阶段,其终极目标则是为了“成圣贤”。德性是个体能够自愿、自觉地按照社会普遍价值观念与道德规范行动的内在道德素质与人格品质。个体德性培育,其本质就是社会普遍的价值观念与道德规范内化为个体道德意识、道德品质,并进而外化为道德行为的过程。古代书院个体德性培育是从“知”“情”“意”“行”四个维度来进行的,即以儒家《四书》、《五经》等经典著作为教材,通过系统的讲学论道、开放的学派会讲、平等的质疑辩难以及通俗的社会宣教等形式充实生徒道德知识,以惬意的外出游学及结交良师益友丰富生徒道德情感,通过立定志向与不断破除困难来磨炼生徒道德意志,进而在“明理”的基础上达到“躬行”,将内在德性转化为具体的外在道德践履。古代书院制定了严格的学规章程及全面的学业、德业课考制度,并且非常注重选择幽静风雅的自然环境、建造体现儒家传统礼制的建筑群落以及创设德性充溢的人文环境,这些都是书院个体德性培育不可或缺的重要因素。但这只是个体德性提升的外在动力,要使外在社会道德规范和行为准则能真正为个体所理解、接受与自觉遵从,则必须通过个体的内在修为实现道德内化。古代书院将“修身”置于整个课程体系的首位,要求生徒个体时时通过“自省”检视自己的言行、纠正自己的错误、提高自己的道德修养,并且于闲居之时和隐微之处能够做到“慎独”,自觉严格要求自己,审慎对待自己的言行举止。古代书院毕竟是封建社会的产物,必然打上时代的烙印,其德性培育体系存在着诸如以维护封建宗法等级秩序为目标,重视德性培养、轻视知识教育及重视道德义务、轻视道德权利等不足之处。但瑕不掩瑜,古代书院坚持“育德为先”的教育理念,通过系统的讲学论道、庄重的祭祀典礼、自由的外出游学和自觉的个体修为等形式,对儒家文化精髓进行挖掘与阐释、传播与创新,将儒家普遍价值观念与道德规范具体化、生动化、生活化与形象化。以“他律”和“自律”相结合的有效方式,使受业生徒和普通民众时时受到儒家文化的熏陶感染和严格教化,不断形成祟高的德性,从而推动了整个社会德性水平不断提升。这对我们目前在价值观念多元化、道德评价体系抽象化、德性培养目标理想化的背景下,进行个体道德教育提供了非常有益的借鉴和启示。更多还原

【Abstract】 Academy is a special educational organization in ancient China, originating in the Tang Dynasty and growing out of private study which made scholarly research and Yamen(government office in feudal China) of the imperial court which sorted books and records, folk and official two sources. In the following development process, it inherited the independence, equality and quality education of private education and continuously expanded the educated population, distinguishing from private study with its openness of serving the society and the systematization of recruiting students and giving lessons. Meanwhile, it drew lessons from the systematicness and institutionalization of official education in education levels, curriculums and management system and abandoned its disadvantage of indulging in imperial examination, shaping particular training objectives and methods, especially the complete and perfect individual virtue cultivation superior to official education. Therefore, academy as a special cultural education was officially established in Song Dynasty, and always played an important role in passing on knowledge, cultivating morality, nourishing lives, administering state affairs and ensuring national safety in the succeeding Yuan, Ming and Qing dynasties.Based on actively inheriting and developing the virtue value of the Confucian, the academy of ancient China establishes the educational tenet of "preaching and helping people" and the educational philosophy of "moral education as the priority", putting moral education in the center and first place of the entire education process and always taking individual virtue cultivation as the value guidance and goal of the four basic regulations "giving lectures","collecting books","offering sacrifice" and "academy farmland". In order to effectively implement the tenet and philosophy, ancient academy adopted the principle of teaching students according to their individual aptitude, personality and merits and demerits, and implemented "annual method" according to the stages and differences of individual physical and mental development, namely, dividing individual virtue cultivation into "primary school" stage focusing on "learning to do things" and "college" stage mainly on "probing into the theories" and the ultimate goal "becoming sages and men of virtue".Virtue is the internal moral quality and personality trait that an individual can voluntarily and consciously behave in accordance with the common values and moral standards of the society. The essence of individual virtue cultivation is the process of internalizing the common values and moral standards of the society as individual moral consciousness and character and then externalizing as moral behaviors. The individual virtue cultivation of ancient academy was implemented from four aspects "knowledge","emotion","willpower" and "practice". That is to say, taking The Four Books and The Five Classics of the Confucian and other great books as textbooks to enrich the moral knowledge of the students through systematic lectures and discussion, open forums of different school of thoughts, equal queries and debates as well as popular social propaganda and education, to enrich the students’ moral emotion with agreeable study tour and making friends with good mentors and helpful friends, to exercise their moral willpower through confirming the determination and continuously conquering difficulties, and then to "practice" based on "knowing the truth" and transfer internal morality into external moral behaviors.Ancient academy formulated strict rules and regulations and comprehensive test system of studies and morality, and attached great importance to the selection of the peaceful and elegant natural environment, the design of building complex reflecting Confucian traditional ritual and the creation of cultural environment full of virtue, all of which were indispensable elements of individual virtue cultivation of the academy. However, this was just the external motives for improving individual virtue; internal cultivation and moral internalization was necessary for individuals to truly understand, accept and consciously follow external social codes of ethics and conduct. The academy put "moral cultivation" on the first place of the whole curriculum system and required that all students inspect their own words and deeds, correct their mistakes and improve their moral integrity through "self-examination", and lived up to "vigilance in solitude" while being alone or in hidden places, consciously strict with themselves and prudent with their words and deeds.Ancient academy, after all, is the product of the feudal society, inevitably marked with the stigma of the times. Its virtue cultivation system has such defects as aiming to maintain the hierarchical order of feudal patriarchal clan system, valuing virtue cultivation and neglecting knowledge education, and stressing moral obligations and ignoring moral rights. However, these flaws cannot obscure its merits. Ancient academy, adhering to the education philosophy of moral education coming first", explores and interprets, spreads and innovates the essence of Confucian culture through systematic lectures and preaches, solemn sacrifice and rituals, free study tours and conscious individual cultivation, making the common values of the Confucian specific, vivid, visual and close to life. The effective methods of combining "heteronomy" with "autonomy" make the students and common people constantly feel the edification and strict education of Confucian culture, so as to continuously form lofty morality and therefore push forward the constant improvement of the ethical standards of the whole society. This provides helpful reference and inspiration for us to carry out individual moral education in the context of diversified values, abstract moral evaluation system, and idealized virtue cultivation objectives.更多还原