The Relation Between The Education And Literature Of Tang Dynasty

This study focuses on the relation between education and literature of TangDynasty. In Tang Dynasty, education and literature both in the prosperous period.Education either explicitly or implicitly way of acting on the formation of knowledgestructure of the literati and to improve their literary taste, it is the necessary premiseof literary creation ability, and also the important pole that affect the prosperity anddevelopment of the literature in Tang Dynasty.The first chapter, the socialization of education resource and the expansion of theliterati group in Tang Dynasty. In the education system, Tang Dynasty has the centraland local two levels system and legalization and diversification of private education.At the same time, Tang Dynasty has favorable political, economic and culturalconditions. These factors and the education system both contributed to the educationresource socialization, its outstanding performance are the increased of the educatedand the expansion of the educational popularization, which are the result of theexpansion of the literati group in Tang Dynasty.The second chapter, the relation between education thought and the literati andliterature. Statue of saint worship was the basic education thought, this thoughtreinforce some literati’s sense of social responsibility and consciousness ofConfucianism, aggravate the contradictions of their life, so that their works were fullof tension. The late of Gao Zong and Wu Zhou period, due to the political dominationneed, statue of saint worship education thought is intended desalt, the bureaucraticsystem of the demand to the talent made education and official closely combined,education utilitarian side was highlighted particularly, this produced certain effect onthe strengthening of literati’s enterprising spirit.The improvement of socialenvironment in Sheng Tang to promote the further development of education, but theeducated was more, the society can absorb talent was relatively less,the talentseducation training of scholars, but bureaucratic system needs more.There was aparadox among education ideas, education practice, education results and thepractical needs of society. The third chapter, the education of Confucian classics in Tang Dynasty and itsinfluence on literature. The education of Confucian classics in Tang Dynasty has thecomplete system. Tai Zong period and the early of Gao Zong period, the compilationof school teaching material Wu Jing Zheng Yi simplified the Confucian classics andunified the teaching materials, to the requirement of the imperial examination, makevocabulary become the memorizing object, the Confucian classics as the languageand allusions materials into literati’s knowledge reserve and then enter their literarycreation. The education of Confucian classics in Sheng Tang period was emphasis onXiao Jing and ethical education, it has certain correlation of the formation of theliterary style in this period. After the arbitrary of An and Shi, the center of gravity ofthe education of Confucian classics moved down, leading by the state governmenteducation changed to leading by the literati in private education. This led to theenhancement of scholars’ subject consciousness in social thought and cultural fields,the connection between Wen and Dao in the poems which use to express their ideas insocial exploration was closed. At the same time, they strived to innovate their poemsand articles, rarely slavishly follow their predecessors.The fourth chapter, the literature education and literature development in TangDynasty. The prosperous of literature education in this period has its unique reasons.Literature development in form and skill before Tang Dynasty, the fashion of favorliterature in the society, imperial examination literary stimuli were all importantfactors. The main content of literature education were Lei book, Wen Xuan and thebooks of poetic style and so on. Literature education was based on the specificactivity of these contents inheritance the literature of knowledge and the experienceof creation. It has a significantly increased level which from the language material tothe rhythmic rules and skills, this resulted in the literature education and learningstyle was also reflected from the accumulation of reading to mimic the skills toappreciate sentiment by improving process. Literature education of Tang Dynasty leftrelatively distinct imprinting in the literati’s literature creation, in the contentreference, subject to obtain funding, allusions to absorb, dual aspect adoption tracesthe most obvious.The fifth chapter, children’s enlightenment education and children’s poems in Tang Dynasty. There were so many distinguished writers emerged in Tang Dynasty,because they have received a good education in their childhood. This chapterexamines three representative children enlightenment education books——Meng Qiu,Tai Gong Jia Jiao and Tu Yuan Ce Fu to explores the relationship between thesebooks and children’s enlightenment education. And then to compare china mainlandand Dun Huang regions of the two children’s enlightenment education section whichfrom education content, education way and educator. On the basis of analysis of thetwo different definitions of children education so that their respective poems occurredsome changes, such as elegance and random on ideas, narrow and rich on subjectmatter, elegant and popular on language, variety and single on style.The sixth chapter, women’s education and women’s literary activities.Thespread of education in Tang Dynasty make women become part of the educated group.This chapter entered from two existing female teaching books——Nv Xiao Jing andNv Lun Yu, which inspects female educational content and the influence created fromdifferent education content of female. Moral content was the most important contentof women’s education in Tang Dynasty, this demonstrated in their poetry was moralcontent frequently appeared. Poetry education and manual education together madefemale poems appeared in the pastiche and female writing characteristics. The mostsignificant effect of history and classic education was many history and classiclanguage used in women’s poems.the effectiveness of the education of women inTang Dynasty, in addition to the performance of poetry writing, prostitutes sung, andthe widowed mother taught solitary also the two presentation were closely related tothe literature of Tang Dynasty.The seventh chapter, international students’ education of Tang Dynasty and thecultural role of the international student groups. In Tang Dynasty, education hasdistinctive characteristics of openness, the international students receive was the mostsignificant performance. To adapt, Tang Dynasty has a mature and completeinternational student management system. It set up Bin Gong to meet the internationalstudents’ desire of passing the imperial examinations and gave a lot of loose in themanagement of international students that passed the examination. Internationalstudents have many literary contacts with the literati in Tang Dynasty, this was not only closed the friendly relationship between Tang Dynasty and neighboringcountries, but also had a positive impact on both sides of the literary creation. Thecultural role of the international students groups mainly in two areas, one was in theirnational education system building, the other was in development of Chineseliterature in their countries.The eighth chapter, academy in Tang Dynasty and the literati in transition oflate period of Tang Dynasty and the revival of Confucianism. The name of“academy” first appeared in Gao Zu period. From the three aspects of the books,education and place of inspection, truly academy has the educational nature real fromthe mountains and temples. The academies in Tang Dynasty were mainly founded bylocal literati and local families, which reflected the characteristics of literati fromaristocratic families in the transition to the local literati in Tang Dynasty. In addition,Academies preliminary demonstrated closely associated with academic trend at thattime. The literati learning in academies were learning and reading the classics, butthey not limited to literal words. Furthermore, they consciously elucidated the essenceof the Confucian Classics in order to save the world, which also highlighted theConfucian literati subject consciousness of righteous spirit and reflected the localliterati’s rise in the academies by the impact of the new culture of this era of therevival of Confucianism.