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The Development & Characteristics of Qing Peripheral Confucianism: Comparison between Academies of Taiwan and Inner Mongolia
|Contributors: ||NTOU:Institute of Oceanic Culture|
Qing periods;Confucianism;Peripheral Confucian Education;Academy;Taiwan;Inner Mongolia
|Issue Date: ||2011-10-20T07:55:27Z
Confucian educational policy and system had been diffused to the frontiers of Qing Dynasty including the different typical peripheral areas: Taiwan and Inner Mongolia. The academies (書院) were built under the imperial authoritarian effects and teachings of philosophy of Zhu-Xi both there.
Besides, the experiences of academic educations both in the peripheral areas recited above had shared the characteristics of the vigorous official actors, external scholars, non-governmental local supports, slow long-term developmental processes and decline of central suppression in late Empire periods. Meanwhile, they differed from each other in many aspects cause of the divergent geographical, historical, ethnic backgrounds and discrepant administrative and social situation.
From the views of Inner Mongolia in Qing periods, the academic educations in Taiwan had been the typical models deserved to imitate for one hundred and more years. That reflected the educational administration and Confucian thoughts in Taiwan though overseas were more identical with the core China than in Inner Mongolia where was much nearer to the Capital Beijing. Paradoxically, as to the imperial supports and controls, the academic educations for ethnic minorities of Huhehot City and the Eight-Banners in Inner Mongolia had strongly represented the centrality more than in Taiwan.
|Relation: ||34, pp.97-135|
|Appears in Collections:||[海洋文化研究所] 期刊論文|
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