从血缘到地缘：春秋战国制度大变革研究

【作者】 谢伟峰；

【导师】 王晖；

【作者基本信息】 陕西师范大学 ， 中国古代史， 2013， 博士

【摘要】 本文以从血缘到地缘的转变为主线,对春秋战国的行政区划制度、土地制度、军事制度和教育制度进行了研究。第一部分,绪论。首先,指出本选题的意义；其次,概述了过去学者的研究成果；再次,介绍了本文的研究目的和方法。最后,从宏观上论述了春秋战国社会大变革的原因,指出变革是多种因素综合引起的,并分析了制度变革的思想基础——与商周时代的神权相比,人在宇宙中的地位提高,认识到了人自身的价值。第二部分,主要研究了春秋战国行政区划制度的变革。首先分析了制度变革最主要的原因就是富国强兵。富国强兵首先要加强公室的力量,所以直属于国君的县和郡诞生,并最终形成郡县制的行政区划组织。土地制度与军事制度的变革都是在这一基础之上发生的。为了实现对脱离宗族组织的人民的管理,各国普遍建立了以乡里为主要基层组织的制度。第三部分,集中论述了春秋战国土地制度的变革。西周实行的是宗族土地所有制,这与西周的宗法分封制有密切的关系,实行集体劳动,财产为宗族集体占有,对国、野采取不同的管理方式。从西周晚期开始土地制度发生变化,出现土地交换、租借等现象,经过春秋时期的土地兼并,各国都进行了田制与赋税的改革,国野差别逐渐消失,形成了贵族土地所有制这样一种过渡形态,到了战国则变为国家所有制。第四部分,主要讨论了春秋战国军事制度的变革。西周没有常备军,与殷商一样都是临时征集,西六师和殷八师与地域有密切的关系,兵源是国人当兵野人不当兵,国人也仅限于正卒。春秋各国的改革使国野差别逐渐消失,战国实行普遍征兵制。基于兵源与地缘的关系,军赋与土地关系密切,西周春秋人民个体不直接与国家发生联系,而是通过宗族来承担,到了战国时期则是国家直接向人民征收军赋。车马甲春秋是自备,到了战国则由政府提供。春秋时期的战争是争霸战争,但在争霸中也存在着兼并,到了战国则变为兼并战争。第五部分,主要研究了春秋战国教育制度的变革。西周时期的教育是学在官府,以官为师。西周的学校分为小学和大学两个不同的阶段。小学的教师主要是保、史职官员,大学的教师主要是师职官员,师既是军事统帅,也是乐官,也是教师,当时的官员文武不分,所以史职类官员也从事大学教育。小学和大学的教育内容也不同。春秋时期,官学开始衰落,私家教育出现。秦统一全国之后,李斯向始皇帝建议“以吏为师”,恢复了西周春秋时期“官学”教育模式。更多还原

【Abstract】 This article will exploit the systems of administrative divisions, land, arms, and education of the Spring and Autumn Period.The first part of the essay is an introduction, which, firstly, presents the significance of the theme of the essay. Then, the achievements belonging to the old scholars are summarized. Thirdly, the purpose and the method of research are briefly introduced. Finally, the factors causing the cultural change of the Spring and Autumn Period and The Warring States are discussed, indicating that varied elements have been involved in the change and the basis of thoughts are analyzed. Compared with the theocracy of the Shang and Zhou dynasties, the position of the people in the universe was raised, and they recognized the value of they own.The second part mainly studies the change of the system of the administrative divisions in the period of the Spring and Autumn Period and The Warring States. Firstly, it analyzes what caused the great change in system is to make the country strong and arms advanced, which must be the most important reason. To reach the goal to make the country strong and the military advanced, above all, the power of the government should be strengthened, so some counties and prefectures belonging to the government appeared, which gradually led to the administrative system of the county township, which the systems of land and military were based on and changed. In order to achieve the management of people from the clan organization, the main grass-roots organizations of the system to the village were widely established.The third part focuses on land Institution of the Spring and Autumn. Western Zhou Dynasty performed a clan land ownership, which had a close relationship with the patriarchal enfeoffment of Western Zhou. The collective labor and collective possession, property for families and different management style of the country and wild were implemented. From the late Western Zhou Dynasty, the land system changed, with land exchange, lease and other phenomena rising. After the annexation of land in the Spring and Autumn Period, all the countries carried out a field system and tax reform. So the national differences gradually disappeared, which led to the formation of a transitional form of the aristocratic land ownership to the Warring States into state ownership. Reforms in land of the Spring and Autumn led to national differences gradually disappearing and the Warring States Period began to perform the universal conscription. Based on manpower and geopolitical relations, the supplies to soldiers were linked to the land. The individual people of the Western Zhou and the Spring and Autumn countries had no direct relationship with the central government. Instead, the clan shouldered the responsibility. Then, in the Warring States period, the country directly asked the people to impose military Fu. Cars were prepared by individuals in the Spring and Autumn. By the Warring States, they were provided by the Government. The wars of Spring and Autumn Period were hegemony wars, with also hegemony in the merger, but wars changed into a merger war in the Warring States.The fifth part is the main research of the transformation of the education system in the Spring and Autumn. The education of the Western Zhou Dynasty was to learn in the government and served for the government. The schools of Western Zhou could be divided into two distinct periods, which were schools and universities. Primary school teachers were called Paul and the history staff officials were faculty division-level officials. The military commanders were also the official music teachers, then officials. Civil and military were not regarded differently, so the history categories officials could also engage in university education. Educational content was different in schools and universities. In the Spring and Autumn Period, the education of the official began to decline and the private education came into being. After the First Emperor of Qin unified the country, Li Si suggested "Officials as Teachers" and restored the model "official" education of the Western Zhou and the Spring and Autumn period.更多还原