From Doctrine Teaching to Individualized Instruction: Examining on the Significant Transition of Education Theories by Intellectuals from Han Dynasty to Wei-Jin Scholar Xi Kang
Date Issued
2014
Date
2014
Author(s)
Chen, Chun-Rong
Abstract
In past study, scholars mostly focused on how Han and Jin''s theories of the relationship between heaven and man and Chism transformed into Neo-Taoiam. Different from the studies based on comparison method, this thesis aims to find a new way to explain this change. Thus, my study will focus on the education theories claimed by the scholar-bureaucrats to observe the academic development throughout Han and Jin dynasties.
The basic tone of Han’s education theories is established by Dong Zhongshu. In his theory, the purpose of Imperial College education lies in doctrine teaching and cultivating virtuous talented people for the empire. In the meantime, these claims lead to the deeper meaning of enlightenment and self-realization. Later on in Han’s education concepts, enlightenment and self-realization have both progressed into new theories. The former turns into doctrine-teaching, and the latter individual learning. They do not replace each other.
This thesis examines three aspects of the academic development: 1. The transformation of classical Confucianism in Han dynasty. 2. Based on the concept “oriented learning,” the scholar-bureaucrats have indicated the relationship between education and intellectual functioning. They also point out the relationship between education and character, temperament or emotion. 3. In late Han dynasty, some scholar-bureaucrats keen to raise fair criticism（清議）. It actuates scholar-bureaucrats to ponder on debating techniques and the way of critical thinking. All of these reasons have brought changes in education theories.
After the examination of these three aspects of academic development, the thesis then focuses on Xi Kang’s education theory. Xi Kang has debated with Zhang Shu Liao about whether mankind is naturally inclined to learn. In this debate, we know Xi Kang not only inherits the previous theories, but also establishes the doctrine of individualized instruction.
This thesis attempts to show what the scholar-bureaucrats think about education and learning. In addition, they also discuss mankind’s intellectual functioning, characteristics, temperament and desire within their learning and education theories. By applying the new way of researching, this thesis seeks to provide another approach to explain the transformation of Han and Jin''s thoughts.
Subjects
論學思想
教化
適性
太學
董仲舒
嵇康
Type
thesis
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