1, Yingtianfu Academy
Yingtianfu Academy, also known as Yingtian Academy, Suiyang Academy, Nanjing Academy, Du Nan Academy and Nanjing imperial academy, is located in the south lake of Shangqiu Ancient City, Suiyang District, Shangqiu City, Henan Province. It is one of the four famous academies in ancient China, and it is said in history that "the establishment of state and county schools began here".
2. Yuelu Academy
Yuelu Academy is one of the four famous academies in the history of China. It is located at the foot of Yuelu Mountain on the west bank of Xiangjiang River in Changsha City, Hunan Province, a famous historical and cultural city in China. As one of the oldest universities in the world, its ancient traditional academy buildings are still intact. Every group of courtyards, every stone tablet, every brick and tile, and every wind lotus shine with the humanistic spirit tempered by time.
3. Bailudong Academy
Bailudong Academy is located at the southern foot of Wulaofeng in Jiujiang City, Jiangxi Province. "It started in the Tang Dynasty, flourished in the Song Dynasty, and followed the Ming and Qing Dynasties", with a history of 1000 years.
Bailudong Academy is one of the highest institutions of learning in China in the Song Dynasty, ranking first among the four major academies in ancient China. It was as famous as Suiyang Academy, Shigu Academy and Yuelu Academy at that time, and was collectively called "the four major academies in the world". The educational thought put forward here by Zhu, a master of Neo-Confucianism in the Song Dynasty, became the norm in ancient China and also had an important influence in the history of world education.
4. Songyang Academy
Songyang Academy, an ancient institution of higher learning in China, is located at the foot of Ji Junfeng, 3 kilometers north of Dengfeng City, Henan Province. Founded in the eighth year of Taihe in the Northern Wei Dynasty (484), it was originally named Songyang Temple as a Buddhist temple. In the second year of Song Jingzuo (1035), when Taishi College was rebuilt, it was named Songyang College, with a dean in charge of college affairs.
Songyang Academy is one of the cradles of Neo-Confucianism in Song Dynasty. Its architectural style is a "specimen" to study the architecture, education system and Confucian culture of ancient academies in China.
College system:
During the Southern Song Dynasty, with the promotion of Zhu and other Neo-Confucians, the style of academy construction became more prosperous. The formulation of a series of academic rules and regulations marks that the research institute has entered an institutionalized and standardized development stage. Academy is the main cultural position of spreading Neo-Confucianism in the Southern Song Dynasty. Of course, there are many Buddhists in Neo-Confucianism, but they are all deeply influenced by Buddhism in their thoughts.
Among them, many people have stayed or played in monasteries and have a direct experience of jungle life. In the process of learning from the jungle system, Zhu, who has a strong academy complex, played an intermediary role.
In the sixth year, before going to Nankang Army, Zhu met with Lu Jiuling in Kannongji, Qianshan. When talking with Zhu, Lu Jiuling mentioned that it is necessary to formulate "primary school rules" so that people can learn from an early age. Zhu believes that "primary school rules" can be modeled on "Zen garden rules".
In addition, Zhu also instructed disciples Cheng Duanmeng and Dong Zhu to formulate Mr. Cheng's learning rules, which were very similar to the rules of Zen Garden which were widely used in the jungle at that time. Zhu himself also spoke highly of this learning.
The reference of academy education to the jungle system includes both internal aspects such as educational methods and contents, as well as external aspects such as personnel system and management system. In terms of educational methods, the teaching in the academy is flexible and lively, which is very different from the previous educational methods of official schools and closer to the introductory methods of Zen scholars.
There has always been a tradition of questioning and asking difficult questions in Buddhist lectures, which is still the case in monasteries in the Tang Dynasty. This jungle education has influenced the academy. Colleges that mainly teach Neo-Confucianism advocate meditation in order to cultivate the mind and cultivate the nature, which is also inseparable from the influence of Buddhism.
In the Tang Dynasty, the great virtue of Zen Buddhism spread the essence of Buddhism, enlightened and verified, and was convenient for application. All the scholars learned it, asked questions, heckled each other, debated and studied French, which was recorded by disciples and compiled into a book called "Quotations".
Neo-Confucianism in the Southern Song Dynasty used this model to promote education. For example, Zhu Pingping's lectures were compiled and preserved by his disciples. In addition, the lecture system and ceremony of the academy were inspired or influenced by Zen forest to some extent.
In terms of management system, the temple management system in the Song Dynasty gradually formed, headed by the abbot, with two levels of responsibility. This management system became customized in the Southern Song Dynasty, which also influenced the formulation of the management system of the academy. The abbot is the representative of the temple and the administrative person in charge, responsible for the overall planning of temple affairs. The identity and responsibilities of the head of the college are similar to theirs.
The public election of the abbot by the Zen "Ten-Party Jungle" in the Song Dynasty also inspired the selection of the head of the academy to be "meritocratic". In terms of specific responsibilities, the dean of the college is similar to the director of the temple, and both assist the top responsible person in overall management; The deputy lecturer of the Academy is equivalent to the First Zen Forest, and is responsible for educating students and disciples on knowledge and personality.
The abbot's function is similar to Weiner in the jungle, and he is responsible for the discipline of students and disciples. In addition, by learning from the rules of the jungle, the academy made clear restrictions on students' daily appearance and behavior, and severely punished those who seriously ignored discipline by "expulsion from hospital".
Neo-Confucianists hope that students can cultivate Tao and Tao in their daily behaviors through serious practice, and turn external constraints into internal consciousness, which is consistent with the spirit of self-discipline and diligence of jungle disciples. In the aspect of offering sacrifices, Zen forest in Song Dynasty generally offered sacrifices to the founder of the school, which also had a significant impact on the academy.
Besides offering sacrifices to Confucius and his disciples, the Academy in Song Dynasty also offered sacrifices to the founder of the Academy and the representatives of the school. In the late Southern Song Dynasty, the academy entered a mature development period, which experienced three dynasties: Yuan, Ming and Qing.
Among them, academic discipline is the soul of academics, and its stability and effectiveness are important guarantees for the long-term existence of academics. This is due to the positive absorption and active reference of Zen Buddhism system and spirit by Neo-Confucianism in the Southern Song Dynasty.