| There are significant differences between ancient Chinese and Western inner logic of education.These differences are reflected in how Chinese and Western ideologies recognize and approach the positions of,as well as the relationship between,“emotion” and “reason”.These differences emerged as early as the Axial Age.The exclusion of “irrationality”,along with the esteem for “emotion”,was an important feature of pre-Qin Dynasty Confucianism in China.Since then,the traditional Chinese ideology has entered the era of “emotion-based”,or “Qing-based” civilization.By interpreting and analyzing pre-Qin Dynasty classics of Confucianism,this study finds that the “Qing” that Confucianism valued was a concept of extreme complexity,which comprised the exterior “Qing” in “truth”(Shi Qing)or “context”(Qing Jing),and the interior “Qing” in “emotion”(Qing Gan),both of which were the basis and standards of people's behaviors and judgments.The “Qing” in this study,with reference to Western rationality,is based on pre-Qin Dynasty Confucianism.With “Qing-based” thoughts as the subject of this study and “emotion” as the emphasis,the “Qing” in this study exceeds the definition of emotion in modern psychology.“Qing” is not only the content,but also the way of thinking.Pre-Qin Dynasty Confucianism unified other elements with “Qing” and formed the way of thinking with unification,systematicity,and constructiveness.This “Qing-base” ideology valued emotion,principal,inward world,practicality,relativity,reality,and diversity.There is a huge difference between the “Qing-based” and the rational Western ideologies.The Western way of thinking focused on rationality,logic,speculation,absoluteness,essence,and principles,whereas the “Qing-based” one of pre-Qin Dynasty Confucianism emphasized unification and relevance.The latter developed human personality by unifying the emotions prevalent among individuals,so that the humans would be interdependent,therefore the personality developed and the society in good order.In pre-Qin Dynasty Confucianism academic context,the emergence of “Qing” has its own unique theoretical origin.“Qing” emerged from “Xing”(human nature)and “Xing” originated from “Tian”(destiny).The unique perspectives on human nature,on life,and on the world of pre-Qin Dynasty Confucianism were the background of this Qing-based ideology,and represented the perspectives on the universe and the unification which were unique to traditional Chinese culture.Therefore this study analyzes and constructs the content and system of pre-Qin Dynasty Confucianism Qing-based ideology,including concepts of worldly space-time universe,of emotions,human's concept of subjects,and the holistic concept of thoughts.Thus the characteristics of pre-Qin Dynasty Confucianism Qing-based ideology are deduced: spontaneity,circumstances,and practice.The characteristics are the generalized from the content and are a summary of the connotation of pre-Qin Dynasty Confucianism Qing-based ideology,and they prevailed in the educational theories of pre-Qin Dynasty Confucianism.Pre-Qin Dynasty Confucianism Qing-based ideology can be summarized as followed: it was based on the worldly affairs of human life;in terms of human's inner emotions,it emphasized on the development and exertion of human's role as subjects;the personality was developed in real-life holistic context and presented itself in the form of practice;and the personality was experienced,comprehended and realized through practice.This study analyzes and summarizes the pre-Qin Dynasty Confucianism Qing-based education theories based on Qing-based ideology,and seeks to establish it as the paradigm.This study believes that “poetry”,“ritual”,and “music” teaching were the core content of pre-Qin Dynasty Confucianism education.They were not only the content of and access to education,but also the notions of education,and all the other educational contents were intermingled within these notions.These notions were based on the “Qing-based” ideology as analyzed above;therefore a “Qing-based” education paradigm was formed.Poetry,ritual,and music were the three progressive stages of this paradigm,forming a complete set of progressive and circular education paradigm.The reason “poetry”,“ritual”,and “music” were chosen by pre-Qin Dynasty Confucians as the core contents is that the three were determined based on the education system during the three dynasties,especially Zhou Dynasty,and met the characteristics of that particular era and its educational purposes.They had the features of pre-Qin Dynasty Confucianism Qing-based ideology,and they were the contents,media,and ways of Confucianism Qing-based education.They were the effective ways to implement and manifest “Qing”.There were aesthetic characteristics of those features of Qing-based education,forming the aesthetic education traditions eventually.People's emotions and humanity were presented,experienced,comprehended,developed,and ascended in this process,and the education of life completed.It is hoped that this study can provide reference for the development of Chinese educational theories and practices.This study includes four parts:Part ?.Introduction,including :reasons,overview,methods and so onPart ? .Basic issues including the premises and meaning of Pre-Qin Dynasty Qing-based ideologyPart ? .Contents and Characteristics of Pre-Qin Dynasty Qing-based ideologyPart ?.The establishment of Pre-Qin Dynasty Qing-based education paradigm... |
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