Current location - Education and Training Encyclopedia - Educational Knowledge - Different stages and characteristics of Confucian education development
Different stages and characteristics of Confucian education development
First, the pre-Qin primitive Confucianism initiated by Confucius.

The Spirit of The Analects of Confucius and the Starting Point of Confucianism

Confucianism in China originated from the pre-Qin Spring and Autumn Period and the Warring States Period, and was founded by Confucius. Zi Si and Mencius successively developed the basic ideas of Confucius and gradually formed a school. The pre-Qin primitive Confucianism took benevolence and propriety as its basic contents, ethics as its standard and humanity as its center, which embodied the humanistic spirit of Confucian sages and was a "distinguished scholar" at that time. The formation and development of primitive Confucianism lasted for 250 years from Confucius to Xunzi.

Features: the transformation from ritual culture to legal culture.

Theoretical orientation based on ethics and humanitarianism.

Humanism is lofty.

Second, the new Confucianism in Han Dynasty

Its Confucianism is a kind of imperial examination supported by the government. It is represented by Dong Zhongshu, expressed by Confucian classics, combined with divination, and integrates the thoughts of Yin and Yang, name, dharma and Huang Lao, forming a new system of superstitious Confucian personal reference, which is different from that in the pre-Qin period.

Features: Politicization of Confucianism.

Confucian classics

The apotheosis of Confucianism

Broad inclusiveness

Third, Neo-Confucianism in Song and Ming Dynasties.

Neo-Confucianism in Han Dynasty is essentially the product of the confluence of the three religions and the inevitable result of perfection in the development process. The formation of Confucianism in the Han Dynasty is a study of Confucianism characterized by the theological purpose of the interaction between man and nature, and it has embarked on the road of superstitious divination. In its heyday, Fujian studies, Shandong studies, Lu studies, Yongkang studies, Yongjia studies and other important schools were formed. By the end of the Southern Song Dynasty, Fujian studies, represented by Zhu Thought, gradually rose to a dominant position. The theory of mind synthesized by Lu Jiuyuan and Wang Shouren also occupied a place in the late Southern Song Dynasty, and became two schools of Neo-Confucianism in the Song and Ming Dynasties, which influenced Neo-Confucianism in China. Neo-Confucianism has also become the official philosophy.

Its characteristics are: introducing Buddhist and Taoist philosophy.

Eliminating desire by poverty and rebuilding the moral ideal of etiquette system

Hold high the "inner sage" style of study.

Fourth, modern neo-Confucianism.

Modern Neo-Confucianism came into being in the 1920s, and it still has a certain vitality. Its main feature is to continue orthodoxy, revive Confucianism, and succumb to the theory of mind and nature of Neo-Confucianism in Song and Ming Dynasties. Take Confucianism as the standard, absorb and integrate western learning, and carry forward Confucianism in reality. Modern neo-Confucianism is concerned with how to integrate western culture under the impact of western culture, how to inherit and carry forward the excellent tradition of Confucianism, and how to maintain the spirit of national independence. Representative figures are: Liang Shuming, Xiong Shili, Ma Yifu, Qian Mu, Feng Youlan, He Lin, etc. They emphasized the interpretation and development of Confucianism in western culture and established a new Confucian system.

Features: aiding western learning into Confucianism, blending Chinese and western.

Neo-Confucianism did not regard traditional Confucianism and western modernization as opposites.

The feelings of cultural conservatism

Borrow other people's answers to answer your questions ~ ~