论清末中小学教科书中的孔子形象.pdf
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1、97Images of Confucius in Primary and Secondary School Textbooks in the Late Qing PeriodWang ShiguangAbstract:Toward the end of the Qing dynasty,textbooks aimed at primary and secondary school students dealt with Confucius in many ways,and his image was presented from a variety of perspectives.Some v
2、iewed him in a traditional light,as a sage;some,as an sign of the times,officially forged his image into a patriot championing the public good,the strengthening of military power,and other practical causes;some were future-oriented,implying that after the collapse of institutionalized Confucianism,C
3、onfucius himself might be reinvented,reifying him as a statesman,educator,and philosopher.The images assigned to Confucius in the textbooks of this period varied in their cultural significance,reflecting the plurality in approaches to Confuciuss image.We observe efforts made to respect the tradition
4、s of the past,to toe the official line,and to adapt to the catastrophic changes in the cultural and intellectual spheres.Keywords:Confucius,image,late Qing dynasty,primary and secondary school,textbookThe question of how to construct the image of Confucius is relevant to approaching broader issues a
5、round Confucianism and,moreover,cultural identity.The image of Confucius presented in primary and secondary school textbooks not only leaves profound cultural impressions on the students but also influences how they will shape their cultural identity in the future.In this sense,the image of Confuciu
6、s has attracted attention from all walks of life.At the end of the Qing dynasty(16441911),such new-style textbooks aimed at students of primary and secondary schools contained a large amount of contents concerned with Confucius,and diverse perspectives led to a variety of images being formed.Over re
7、cent years,scholars have given their attention to this phenomenon,but their research is generally confined to historical textbooks.In fact,during this period textbooks related to moral cultivation,Chinese language,history,geography,and music all included material about Confucius.Only by adopting a b
8、road perspective to the investigation of the various images of Confucius can we lend his images some depth,with the purpose of exploring how these images interrelated with cultural tradition,official ideology,and academic development.Wang Shiguang,PhD in history,is senior editor of the Primary Schoo
9、l Moral Education Department of Peoples Education Press.E-mail:98What follows below is an analysis of the images of Confucius as presented in the new-style primary and secondary school textbooks at the end of the Qing dynasty,which is open to criticism from peers and colleagues in this field.Traditi
10、onal Image of Confucius as a SageRefer to page 90 for Chinese.Similarly hereinafterIn the pre-Qin period,Confucius was dubbed the sage.Mencius honored him with the title“the sage of timeliness”(Mencius 5B:1).In the Han dynasty,Sima Qian 司马迁(14590 BCE)lauded Confucius as follows:“All in China who stu
11、dy the Six Arts take the Master(Confucius)as their final authority.Well is he called the Supreme Sage(zhisheng 至圣)”(Records of the Grand Historian 史记,“Hereditary Houses of Confucius”孔子世家).This is the first time in history that Confucius was called the Supreme Sage.In the ensuing dynasties,he was res
12、pectfully enshrined as a sage,varying more or less with dynastic rules and generally assuming the title of Supreme Sage and Great Master(zhisheng xianshi 至圣先师).In the Charters for New Schools by Imperial Order 钦定学堂章程,that is,the Renyin Curriculum System(1902),Confucius was referred to as“the Supreme
13、 Sage and Great Master”for several times.1The rhetoric employed to depict the sagely image of Confucius varies from one textbook to another at the end of the Qing dynasty.For example,in Moral Cultivation Textbook for Junior Primary School 初等小学修身教科书,the lesson“Respecting Confucius”尊孔 contains only ni
14、ne characters“孔子,圣人也,学者宗之,”2 meaning that Confucius is a sage and is followed by all learners.The lesson of“Confucius”孔子 starts as“Confucius is the sage of our nation”and continues saying,“In our country,both the upper and the lower class,the emperor and his subjects,all subscribe to the teachings o
15、f Confucius.”3 It can be seen that these lessons highlight the image of Confucius as synthesizing both sage and teacher.In Chinese Language Textbook for Junior Primary School 初等小学国文教科书,the lesson of“Confucius”says that in his seniority Confucius“returned to the state of Lu to edit the classics and t
16、each the younger generation and has been respected as a sage since then.”Besides this,the keyword“zun sheng 尊圣”(respect the sage)has been marked at the top margin to underline the theme of the text.4In addition,the textbooks in this period also included hymns eulogizing the sage which were adapted f
17、rom musical pieces played at the sacrificial rituals held in Confuciuss name in ancient times.Yet,in comparison with the traditional music intended to be performed at rites held in Confuciuss name,the eulogies in the textbooks of this period were concise,accessible,and education-oriented.This can be
18、 exemplified in“An Ode to the Sage”颂圣歌:What a great stature Confucius,Has as the teacher for over millennia.1 Institute of Curriculum and Textbook Research,ed.,A Collection of the Twentieth Century Primary and Secondary School Course Criteria and Curricula of China:The Volume of Course(Teaching)Prog
19、ramming 20世纪中国中小学课程标准教学大纲汇编:课程(教学)计划卷(Beijing:Peoples Education Press,2001),4,11,18.2 The Compilation and Translation Bureau of the Education Ministry,ed.,Moral Cultivation Textbook for Junior Primary School 初等小学修身教科书,book 3(Beijing:Compilation and Translation Bureau of the Education Ministry,1910),
20、2.3 The Compilation and Translation Bureau of the Education Ministry,ed.,Chinese Language Textbook for Junior Primary School 初等小学国文教科书,book 3(Beijing:Compilation and Translation Bureau of the Education Ministry,1907),1.4 Jiang Weiqiao 蒋维乔 and Zhuang Yu 庄俞,eds.,New Chinese Language Textbook for Junio
21、r Primary School 最新初等小学国文教科书,book 4(Shanghai:Commercial Press,1906),39.Confucian Academy Vol.9,No.4(2022)99He is of ultimate benevolence(ren 仁)and sageliness;He is foresighted and prescient.His teachings are equally allotted to people,And specifically accommodated them.His learning of the Six Arts,H
22、as been handed down to the present day.All of us disciples,Are given the chance to read the classics and recite poetry.He is the mountain no one can surmount,We can do nothing but offer him the most respectful eulogies.5 Also to be seen in a song titled“Respecting Confucius”尊孔,What a great man Confu
23、cius is.His sageliness,Runs as unwavering as the path of the Way(dao 道)itself,As well as feeding into several tributaries.The words from his lips become the rules the world abides by as soon as he speaks them.He started as a commoner but ended as a teacher over millennia.This is the fountainhead of
24、cultural tradition.6Since the teachings of Confucianism were exclusively prioritized in the Han dynasty(206 BCE220 CE),the authorities gradually developed an institutionalized sacrificial rite for Confucius.This practice continued into the new-style schools in the late Qing dynasty and was embodied
25、in their textbooks.For example,as can be found in A Complete Reader for Elementary Learners 蒙学读本全书,“I pay respect to the image of Confucius;I follow the teachings of Confucius.”7 Also in The Charter of Elementary School by Imperial Order 钦定蒙学堂章程,On the birthday of the Supreme Sage and Great Master a
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