A Study On The School System In Nan Dynasty

Through the investigation of the school system in the Nan Dynasty, this thesis aims at bringing out the historical track of the development and change of the State schools, the Imperial family and palace schools, and the private schools in the Nan Dynasty, and making a fairly thorough study of the teaching staff and students, the teaching content of courses and the teaching method, the administration and outlay, and the social affection. The following are brief generalization of the textual theses according to the contents and construction: In the "preface"we mainly discuss the investigative significance, the review of scholarship history and the studies way to be adopted; we think: the school system in the Nan Dynasty is worth well studying, whatever among the development and transformation in Chinese ancient school, the social history of Nan Dynasty. Although some scholars pay attention to the theses, the investigation is not technical hackled. At the same time, the studying on the task is not particular and thorough. So for thorough studying this thesis, we will hold the practical science attitude, assimilate predecessor production, use the related theories for reference, make good use of the historical documents and archaeological accomplishment. In Chapter I, we firstly discuss characteristic of the school system in Jin Dynasty, including grading school system, family education and the teaching content of courses. We discuss the school system of Jin Dynasty before Nan Dynasty, because the school system of Nan Dynasty were effected by Jin Dynasty, at the same time, Nan Dynasty established the new school system for adapting the development and alteration of politics,economy and culture during this time. In Chapter II, we summarize briefly the State schools of the Nan Dynasty, including the center State schools and local state schools. There are the national school,the place for cultural and the education of special form. The national school came from Jin Dynasty in which the students were patrician, and their father and grandfather must be dignitary. Although the national school was not always in existence, it was the most important that the place for cultural were newly institution that was established by Song Wen emperor. After that Song Ming emperor built up Zong Ming Guan. Liang Wu emperor built up Wu Guan,Ji Ya Guan and Shi Lin Guan during Liang Dynasty. But the place for cultural existed obvious transience, When a Dynasty was over, the place for culture was not in existence. During this time the center State schools comprised special education, including law and physic. The local state schools were founded by local government. Although local organizational system included canton,shire and county in Nan Dynasty, the local state schools just comprised canton schools and shire schools which Canton Jing and Canton Yang were the best of all. The development of local state schools depended completely on local chancellors. If the local chancellor did not pay attention to the development of local state schools, local state schools would comedown. In Chapter III, we mainly discuss the Imperial family and palace schools. The Imperial family and palace schools were a special form of education in which was different from the State schools and the Private schools. This form was decided by particularity of Imperial family. Because the status was different, the teachers of emperor,prince and vassal were not same. At the same time, there was the educational form of chamberlain. The women education of palace were based on virtue, speech, appearance and skill. Because of the different status, the women education of palace was not same. Empress and women officers paid attention to culture education, almes paid attention to training about dancing skill, the slave-girls just worked. In Chapter IV, we discuss the private schools and the formative education at home in Nan Dynasty. Development of the private schools depended on not only sparking plug by governors, but also bureaucracy system. At this time, the private schools included elementary education and lofty education. In Nan Dynasty, the private schools had obvious region. About the formative education at home, following the development of sept, family education received wide attention. AT the same time, women education was paid attention to the family. The moral standards and codes of women's conduct they advocated made aprofound and far-reaching impact on later generations. In Chapter V, we explain the conditions of teachers,students and relation between teachers and students in Nan Dynasty. Teachers of the State schools were "doctors", sometimes including emperor, prince and erudite scholars. In addition, we make an investigation into the duty, the appointment, the treatment and the promotion of court academicians. The local State schools had teachers with complicated titles, but due to the shortage of historical data, we are not allowed to have detailed research in which especial treatment about teachers. The teachers of private schools came from various classes with different social reputation so as to gain different benefits. In Nan Dynasty, there was grading difference between nobler family and low family. When the students of center State schools were restricted with not only grade, but also age, time, treatment, managing and examination. Moreover, the State projected it as official position and fortune. The students of local State schools were restricted with local government. In private schools, if the students wanted to study, they were not restricted with grade,age and region. At the same time, the relation between teachers and students exhibited labour, economy and politics. In Chapter VI, we talk about the content of the teaching content of courses and the teaching method in Nan Dynasty. Although Confucianism was not sovereign, it was still possessed of important station in center State schools. However, Confucianism in Nan Dynasty was widely divergent to Confucianism in Han Dynasty. It was south learning that was composed of Confucianism, Metaphysics and Buddhism. The content of schools had not only Confucianism, but also Metaphysics, History, Literature, Law, Iatrology and so on. In private schools, the content was focused on the Confucian classics like the Analects and the Classic of Filial Piety beside the basic reading, writing and arithmetic in elementary education. The content of lofty grade was determined by teachers'academic specialty. The private teachers were not good at Confucianism, but also Metaphysics, Literature and Buddhism. At the same time, they compiled monograph that was the content of education. The teaching methods were lecturing, debating and iterance. In Chapter VII, we focus our discussion on the administration and outlay in...