安史의 亂 이후 學校 ‘衰頹’ 原因의 分析 (Analysis of the reason for declining of Government School after ANSHIZHILUAN)

서지정보

· 발행기관 : 중국사학회
· 수록지 정보 : 중국사연구 / 53호 / 89 ~ 124페이지
· 저자명 : 오부윤

초록

安史之乱以后，在大约150年(755年~907年)期间，唐朝后期学校教育同时呈现出官学教育废弛和向新的發展趋势两个特点.
在以儒学教育为主的体制下，学校即官学是强化王权最坚实的基础，同时也是培养所谓‘化民成俗’的机构；统治者以此来实现巩固帝国统治和延长统治寿命的两个目的. 由此, 教育与政治密切相连，政治环境的好坏直接决定着教育能否发展. 唐代的学校教育正是此种现象的有力左證.
以安史之乱为分水岭，由于王权颓废、教育经费不足、教育资源保障不足、重文学轻经学等诸多原因，导致唐代学校逐步走向衰退. 学校教育也随之从政治、王权、经学为主、贵族子弟为主等传统教育中剥离，获得了独立发展的机会，但由于得不到人力财力以及社会各个方面的支持，从而失去了最佳的发展时机. 唐朝后期，一些没落贵族和归乡官员、道观、寺庙等利用土地等自身经济能力，聘请大儒、文人，为普通士人提供講學场地，大大减轻了政府的教育负担. 由此，各种平民私学诸如山林讲学、私人讲学、道观讲学、佛寺讲学、私塾等不仅使儒学向底层社会渗透，同时也开拓了日后称之为“书院”的这一中国教育史上的新领域. 从中国教育史的觀點来看，安史之乱以后，学校教育的废弛可以理解为学校教育、经学、明经科三位一体的儒教传统教育在与政治、经济、社会、文化逐渐分离和瓦解的过程中所呈现的各种变化

영어초록

Government educations which were progressed for about 150 years(755-907) since ANSHIZHILUAN has showed its roles, limitations, and new possibilities of development at the same time. From the beginning of those days to the period of XUANZHONG, KAIYUAN, and TIANBAO, the government school have had been owed its development to strengthening of sovereign power, Confucianism policies of rearing talented people with the government school centered system, safe and economic support, and the respect to the government educations.
First of all, what sovereign power played a role of control to maintain mutual relationships of government school and civil service examination(original chinese examination system) largely supported for the development of government school and the government officials who were produced through the system contributed to the stability and the extension of reigning.
However, after ANSHIZHILUAN, the congruence of policy and education, the objective of government educations, exposed the limitations which caused the loss of control for both education and civil service examination resulting from the stupidity of sovereign power, the weakening of financial foundation for education and the prevalence of poetry, literature centered JINSHIKE resulting from the collapse of JUNTIANZHI. Although the government education of the latter period of TANG, comparing with the first half period, had been lost interests in its function and role by students and the public, its size, formality and role of government disappeared but its spirit and philosophy still remain. In particular, collapsed nobilities, rusticated government officials and buddhists who had economic influences based on a lot of lands solved economic difficulties for the progress of government education and raised the atmosphere of confucianism, inviting remarkable people who study Confucianism, the literati and providing the public student with teaching and interchanged place. Especially, the variable form of non-government educations spread by them highly contributed to the extension of Confucianism and played an important role of the bridge to transfer training talented people led by government to the non-government officials. Accordingly, the traditional government educations had an opportunity of being relieved from the nobility centered grade system, social status system, and the study of Confucianism centered education. As a result of this, government educations which were restricted to the nobility's sons were free from the limits, political environments, and the government school by opening educations to the public's sons.
To be conclude, after ANSHIZHILUAN, the government educations showed characteristics of transition period replacing with new talented people by being separated from the class of ruling government educations and civil service examinations in the situation of the collapse of the nobility centered social status system.

참고자료

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