我國教育思想的哲學基礎（三）

THE PHILOSOPHICAL FOUNDATIONS OF CHINESE EDUCATIONAL THOUGHTS (CON)

賈馥茗(Chia, Fu-ming)

《國立臺灣師範大學教育研究所集刊》 30期 (1988/06) Pp. 1-24

https://doi.org/10.6910/BGIENTNU.198806_(30).0001

並列摘要

As the ancient people of China had settled down along the Yellow River and established an agricultural society, they had leisure time after harvest every year; then, they created their culture and made its progress and prosperity. Ancient Chinese cultural development can be read in the Book of Odes. Odes basically are expressions of feelings and emotions in a refined form of poetry. Feelings and emotions are psychological states usually manifested by sounds. The ancient Chinese knew it. As it is said in the Book of Rites that when the mind is stimulated by external objects, it acts in certain voices; and that when such voices expressed externally, they become sounds. Thus sounds are expressions of internally aroused feelings and emotions. There are six kinds of emotions being identified by sounds in this book as follows: Grief (loose of possessed of): from high to low. Happiness (the desired obtained): expressing but not hurrying. Pleasantness (satisfied): expressing slowly and continually. Angriness (opposed to intention): rough and harsh. Respect (to the fearful, active fearfulness not aroused by threat): acting according to the respected. Love (to the beloved): warm and soft. As sounds indicate feelings and emotions, there are distinctions between high and low, clear and unclear, long and short. When rules for composing sounds in rhymes and rhythms formulated, songs were composed and prevailed everywhere. Ancient Chinese folk songs were developed in such a way. In addition to expressions of feelings and emotions, gradually more contents of songs were created. There were songs of expressing opinions of people toward politics, living and social situations, and interpersonal relations. Eventually songs contained a variety of knowledge and techniques especially biology and zoology. In order to understand the living situations and opinions of people, ancient Emperors and Kings appointed officials to every district to collect songs, then had them refined by the Royal Musician to the form of poetry and played them to the royal presence. When the songs were in play, there were combinations with dances also with musical and dancing instruments. Consequently such plays were demonstrated in occasions of ceremonies and social gatherings. Ancient Chinese Emperors and Kings believed that musics had the effects of cultivating good characters and that etiquette had the effects of disciplining good conduct. Thus odes were used reversionally, together with etiquette as educational materials to civilize people and to teach future officials. With other four kinds of teaching materials, they were used to create a harmonious nation even a peaceful universe. From Emperor Shun (about 2255 BC) till the end of Chou Dynasty (about 221 BC), Etiquette and odes were melted with education in one pot.