Hui Educational Thinking Of The Ming And Qing Dynasties Study

The educational ideology of the Hui nationality during the Ming and Qing period generally refers to the reasonable understanding and practical refection of the historical figures of Hui nationality about the educational affairs, educational problems and educational activities of that period, and this ideology often includes both the studies of the educational ideology of the traditional Chinese classics and the studies of educational ideology of the Islamic classics like Koran. And specifically, this paper talks mainly about the educational ideology of the traditional Chinese classics of Hui nationality refer only to the Muslim historical persons like Hai Rui, Li Zhi and Jiang Xiangnan's educational ideas, which were not limited to the understanding and reflection on the traditional education of the Hui nationality, but were the talks about their understandings of the education and the related problems on the perspectives of the Chinese traditional culture, so, they can be regarded as the results of the educational development of the studies of the Chinese classics by the Hui nationality. The educational ideology of the Islamic classics of Hui nationality refer only to the studies of the educational ideology of the "Four Famous Chinese Language Translators and Writers" of the Hui Nationality of Ming and Qing Dynasties, whose ideology, being based on the Islamic religious principles, mixed with the traditional Chinese cultural elements represented by the Confucius Thought, is a mixture of Islamic culture and traditional Chinese culture. What needs to be stated clearly is that, though the paper has classified the educational ideology of the Ming and Qing period's Hui nationality, both the studies of the educational ideology of the traditional Chinese classics represented by the Confucius thought and the studies of educational ideology of the Islamic classics like Koran, are important components of Chinese traditional educational ideology, and they both have contributed greatly to the development of the Hui nationality and even to the development of the Islamic religion in China. Nevertheless, both in and abroad academic circles have not yet started some kind of seminar discussion about the educational ideology of the Hui nationality of Ming and Qing dynasties until now about the historical background, the ideological resources, the key perspectives and their features, the influences and also the exiting problems. Therefore, to carry on some profound and systematic classification and investigation about the educational ideology of the Hui nationality of Ming and Qing dynasties can not only correct the shortcomings of the research area, widen the research view for the studies of the Hui nationality, improve the research of the studies of the Hui nationality to a higher level, it can surely also complete and perfect the treasure-house of the Chinese traditional educational ideology. Meanwhile, this kind of research activities can also provide reasonable examples for developing the current Hui nationality education and constructing the harmonious social environments. This is the key reason why the writer of the paper chose to implement such a research on these special topics. Because this research has some close relations with several subjects such as pedagogy, history, ethics, religion, philosophy, anthropology, and ethnology, etc, and also because the educational ideology of the Hui nationality of Ming and Qing dynasties is in fact a mixed product produced by mixing Islamic culture and Chinese traditional culture, so the writer uses the multi-disciplinary perspective to carry out this research. In order to conduct this research about the educational ideology of the Hui nationality of Ming and Qing dynasties thoroughly and systematically, the writer uses the method of documentary research and the method of historical research to collect, organize, extract and analyze the documentary and data.The whole paper is composed by seven chapters, which again can be classified into four sections:The first section includes only the first chapter, which includes some reflections and analysis about the spreading of the Islamic religion in China in the period of Yuan and Ming dynasties, the final composition of the Hui nationality community, the policies the ruling classes of Ming and Qing dynasties had towards the Islamic religion and the Hui nationality, the cultural and educational policies the ruling classes before Ming dynasty had toward the Hui people's ancestors, and the types of education of those Hui people's ancestors, by doing these, the writer wants to offer an clear explanation about the social and historical background of the formation of the educational ideology of the Hui nationality in the period of Ming and Qing dynasties. The second section includes Chapter Two, which mainly demonstrates the sources and origins of the educational ideology of the Hui nationality during the period of the Ming and Qing dynasties. The truth is that, the historical figures of Hui nationality of this period inherited the traditional Islamic cultural elements in one way, and in another, they actively learned and also absorbed the traditional Chinese cultural elements represented by the Confucius thought. And also during this period of Islamic development, the mysterious Sufi ideas were introduced into China which greatly influenced those historical persons of the Hui nationality of that special period, so this period's educational ideology of Hui nationality represented all those elements of Islamic culture, Chinese traditional culture, and also the mysterious Sufi ideas. In this case we can describe the educational ideology of the Hui nationality of this special period as a mixture of multi-cultures which shows very special kind of Islamic characteristics.The third section includes Chapter Three, Four, Five, and Six, in which the writer organizes and discusses systematically the studies of the educational ideology of the traditional Chinese classics and the studies of educational ideology of the Islamic classics like Koran. By following the lines of the developments of both the education, the paper focus its analysis and descriptions on the educational ideologies of Hai Rui, Li Zhi and Jiang Xiangnan, and also on the four famous Chinese language translators of the Hui nationality in that period. The fourth section includes only Chapter Seven, in which the characteristics and influences of the educational ideology of the Hui nationality of the period of the Ming and Qing dynasties are theoretically summarized and analyzed. For the educational ideology of the Hui nationality of this special period was some kind of a historical product of multi-cultural mixture, it has its special features, which may includes the feature of religion, the feature of mergence, the feature of un-equilibrium, the feature of times, and the feature of multi-elements.This paper has the idea that the key reason that the Muslims of Hui nationality were able to survive and develop through those different feudal dynasties of old China,"the mergence between Islam and Confucius"(伊儒相通)had played a very important role. That is to say, those scholars of Hui nationality of that special period consciously integrated the traditional Islamic culture with the Chinese traditional culture represented by the Confucius Ideas when they elaborated their educational ideology. This kind of integration is represented in certain ideas, such as "obeying Allah while devoting to Emperor"(顺主忠君),"Muslim's Five Lessons reflect the Principles of the Heaven"(天道五功),"the Five Classics reflect the human moral principles"(人道五典),etc. These ideas not only in those old days helped significantly the living and development of the Hui nationality, but also, under the present new social conditions, they function as some great spiritual treasures that keep enlightening the Muslim's mind as their living philosophy of always being kind to everybody. However, we can not avoid to admit that the educational ideology of the Hui nationality was the historical results of the special Ming and Qing dynasties, during which, when merged their ideas with the multi-cultural elements, those Muslim scholars of that time unavoidably would carry with them some feudal and negative thoughts, and these thoughts tell us the historical limitations the educational ideology of that special period had, and they often have the malfunctions of easily making people feel dissatisfied and disgusted toward the world, this is obviously some blockage in Muslims'existence and development, and it also does nothing in helping constructing the harmonious social relations. Therefore, such negative kinds of ideas are what we ought to give up.