蒙元時期契丹、女真與唐兀的興學

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題名:	蒙元時期契丹、女真與唐兀的興學 The Establishment of School Education by Khitans, Jurchens and Tanguts during the Mongol-Yuan Period
作者:	周睿立
貢獻者:	史學系
關鍵詞:	蒙元族群身份地方社會儒學校公共事業多族士人文化圈 Mongol-Yuan period ethnic groups local society Confucian school public services multiethnic literati circle
日期:	2022
上傳時間:	2023-03-14 11:10:26 (UTC+8)
摘要:	13 世紀，蒙古結束近古中國政權林立的局面，契丹、女真與唐兀（西夏遺民）並沒有隨著原本國家的覆滅而消失於史籍。本文選擇興學作為觀察三族在蒙元時期生活的切入點，不僅在於探討三族興學方式，更分析其興學的動機及背後反映的社會情境。無論是女真人建立的金朝，還是漢族建立的宋朝，興學都被認為是實現治世的善政，因此直至國家滅亡的前一刻仍沒有放棄興學的理想，在金朝的晚期，契丹與女真更是在興學中扮演了重要的角色。待至蒙古入主中原，地方上湧現一股崇儒興學的風氣，契丹、女真與唐兀也沿用傳統漢地的興學手段參與其中。不過三者在興學的時間與地域分佈、興學者的仕宦身份皆有所不同，這反映出三族在進入蒙元時代過程的差異及之後三族社會地位的轉變。另一方面，三族的興學豐富了元代多族士人社會的面向，本文分別藉由六位興學表現突出的契丹、女真、唐兀人，在關照地方社會的同時，審視興辦學校對三族興學者自身及對地方社會的意義。透過本文論述，得以瞭解蒙元百餘年間契丹、女真與唐兀的興學情況，知曉政權交替之際的局勢及後續元代的社會特質與三族興學的變化趨勢的關係，並探知契丹、女真與唐兀在蒙元時代的處境與文化心態。 In the 13th century, the Mongols ended the situation of political rivalry in the early modern China. The Khitans, Jurchens and Tanguts (Hsi-Hsia 西夏 decendents) still existed in the society with the destruction of their original states. This thesis focuses on the life of the three ethnic groups during the Mongol-Yuan period, not only to explore the way the three ethnic groups established schools, but also to analyze their motivation and the social environment behind it. In both the Jin(金) and Song(宋) dynasties, which were founded by Jurchens and Han Chinese, the establishment of school was considered as a necessary and effective way of reaching the ideal world. Therefore, those governments didn’t abandon the establishment of school even the end of the state. Besides that, the Khitans and Jurchens played an important role in the reconstruction of school in the late Jin dynasty. When the Mongols dominated the north China, the trend of establishing Confucian school emerged in the local society, with the Khitans, Jurchens and Tanguts also participating in the activities by following the traditional Chinese methods. However, the time and geographical distribution of the three groups and the status of official positions differed, reflecting the differences between the three groups as they entered the Mongol-Yuan period and the subsequent changes in their social identities. On the other hand, the establishment of school education by the three ethnic groups enriched the multiethnic literati society of the Yuan dynasty. Through the six outstanding literati of the Khitans, Jurchens and Tanguts, and considering their personal conditions while looking at the local society, we can find out what establishment of school education meant to the three ethnic groups themselves and to the local society. Through this thesis, we will understand the development of school education among the Khitans, Jurchens and Tanguts during the Mongol-Yuan period. In addition, we can also summarize the situation at the time of the change of regime and find out the relationship between the social characteristics of the Yuan dynasty and the changing trends in the development of school among the three ethnic groups. In the end, this paper will help us understand the situation and cultural mentality of the Khitans, Jurchens and Tanguts during the Mongol-Yuan period.
顯示於類別:	[史學系暨研究所] 博碩士論文

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