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A preliminary study on the development of traditional civilization teaching in contemporary books and colleges
Author: Du Huawei
Source: Author Authorized by Confucian Network Published
Original publication in “China Traditional Civilization Teaching Development Report 2018”, edited by Yang Dongping, Social Sciences Library published by Bookstore, 2019 edition
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Modern Bookstore is a major existence in the history of Chinese teaching. As a unique teaching organization, it has developed major influences in knowledge dissemination, cultural inheritance, personality cultivation and social education. In recent years, with people’s continuous reflection on the modern teaching system and the continuous increase in the demand for traditional civilization teaching, contemporary bookstores have flourished all over the country and have shown continuous growth. Through in-depth local research and existing data collection, the author presents a diverse development style of contemporary book schools: mainly academic research and development; mainly literature creation; important as tourist attractions; restoration of traditional book schools; new book schools in contemporary times; large school founding books schools; full-time school office schools; community school; “bookstore + book schools” form; large school school; national art-type book schools; book schools for entrepreneurs. On this basis, we put forward the development suggestions of contemporary book schools in the teaching of traditional civilization: inherit and promote the energy of modern book schools; clearly learn the main meaning of traditional civilization; set up courses suitable for the needs of contemporary people; usefully integrate resources from multiple aspects; sufficiently apply modern communication skills; experts and scholars strengthen theoretical discussions.
1. The landscape of the rise of contemporary book schools
Modern book schools originated in the Tang Dynasty. In the Song Dynasty, the formal book schools were established. In the Yuan Dynasty, the Yuan Dynasty, it was established that one book schools had a uniform number of 2,600 people. During the Ming and Qing dynasties, the Book Academy was truly popular, with a total of 5,000 people in the country. This is a grand event in the history of the Book Academy’s development. However, the book school with a history of thousands of years was abruptly ended with a book “Book School Reform Hall” in the 27th year of Light (1901). Regarding the School of Books and School renovating the School, Mr. Hu once said with a pity: “The School of Books and School is actually a misfortune in China. The automatic research and development energy of students over the past thousand years will not be restored today.” [①]
Although the teaching situation of the School of Books has dissipated, the school’s energy and school civilization have always been there. Therefore, starting from the 20th or 30th year of the previous century, a large number of students have worked hard to teach in the school. Among them, the more classics are the rejuvenating school created by the teacher Ma Yifu and the new Asia created by the teacher Zhuo Mu.Bookstore. In 1939, Teacher Ma Yifu, with his ambition to “resist life and death” of the traditional Chinese civilization spirit, established the Rejuvenation Library on the way to Zhejiang West. Although the Rejuvenation Library only taught for one year and eight months, it later changed from engraving books to Hangzhou and stopped working, its “teaching is the way to rejuvenate its nature” and its academic rules of “respect, polite, and exploring”. On May 20, 2017, Zhejiang University’s Reconstruction Rejuvenation School was managed by the Humanities Academy. It not only enjoys basic independence, but also complements the resources of the Humanities Academy in the field of science construction, talent training, scientific research, social services, etc., and integrates development. Decide to develop traditional advantages, use the “Six Arts” to teach in a traditional way, cultivate modern universal Confucianism, and inherit the excellent traditional civilization of China.
Mr. Mom, the teacher, “hope to spread the Chinese civilization in South China”, so in the extreme difficulties in 1949, he cooperated with several colleagues to establish the Xinya School in Drumbi Hong Kong. Xinya School is a model that combines the teaching of Chinese Traditional Book Academy with the teaching of Oriental Modern Schools. Its admissions briefing clearly states: “From the teaching energy of Song and Ming School, the next step is Baobao.com adopts the Western European teaching system, and uses the teaching theme of humanistic teaching to communicate the world’s Chinese and Western civilizations, and conveys happiness for human wars and social happiness…”[②] In addition to teaching and research, the “New Asian Civilization Academic Lecture” held for the majority of society has also had a wide impact in Drumbi Hong Kong. At that time, someone once praised: “We can only receive half a day of comfort when we enter the church; when we enter New Asia, we seem to have won a home from our heads, and our whole soul has been relying on and comforting.”
In recent years, with the country’s emphasis on traditional civilization and the society’s promotion of traditional civilization, with people’s reflection on the modern teaching system and the continuous increase in demand for traditional civilization, contemporary school of books has flourished all over the country and has shown continuous growth. The teaching in the school has developed a major influence in the teaching of traditional civilization due to its characteristics such as “both moral and intellectual, first in educating morality, in-depth discussions, unrestrained business discussions, harmonious relationships, rich activities, and elegant environment”.
2. Types of development of contemporary book schools
“As a civilized teaching organization, the book schools can meet people’s different civilization needs. People with different expectations and different loves can use the book schools to realize their own fantasies.” [③] According to the “China Academy of Books Development Report” compiled by Dun Hongbo, as of December 31, 2011, among the 2021 traditional book schools, 1,347 book schools have no activities, accounting for about 66.65% of the total; there are 674 book schools with various activities such as cultural relics, schools, classics, rehabilitation, sites, place names, etc., accounting for about 33.35% of the total. Modern physical bookshops across the country in 2011As of December 31, 2011, a total of 591 physical institutions named bookshops (including departmental wineries, restaurants, tourist clubs, salons, Internet bars, etc.) and 122 Internet virtual bookshops were found. These large number of contemporary bookshops, although their operating mechanisms, activity content and scale are different, they all participate in traditional civilization teaching and social education in their own unique methods.
This article will focus on the contemporary school that is teaching-oriented and is still active. The specific case selection focuses on continuousness (the selected cases should have a certain time to develop traditional civilization teaching. The concepts, methods, contents and consequences of the development of traditional civilization teaching are subject to social verification and self-iteration to change new leaves at a certain level. href=”https://twlog.org/sugarbaby/”>官网小官网: “?” data), recognition (the selected cases must have certain recognition and influence in their area or region), and the specific classifications are as follows.
Table 1 A review of the development types of co