張居正的學術及其禁毀書院研究

The Study of Zhang Ju-zheng’s Scholarship and his Policy on Prohibition of Academies

何威萱(Wei-xuan He)

指導教授 ： 鍾彩鈞

國立臺灣大學/文學院/中國文學研究所/碩士(2009年)

https://doi.org/10.6342/NTU.2009.00392

摘要

明代學術思想上最重要的兩件事，一是陽明心學的興起，一是書院講學的大盛，而這兩者之間又有著密不可分的聯繫。明代中期以後，陽明心學大為風行，透過書院講學，形成一股不容忽視的勢力。然而，一種新的學術雖然能帶來進步的思潮，卻往往由於其前衛性、激進性、以及理論建構尚未完足，進而導致負面的影響。由於其思想帶有較為自由奔放的性質，因此逐漸受到批判與檢討。萬曆七年，內閣首輔張居正下令禁毀天下書院，這是陽明心學在明代受到最嚴重、最直接的打擊之一。張居正與王學之間是否有任何過結？他對王學的態度和評價又是什麼？這是一起單純的政治事件？還是一場學術迫害？哪些原因造成了書院的禁毀？禁毀之後又產生了什麼樣的影響？本論文試圖以張居正的思想體系為基礎，穿梭學術與政治之間，分析他之所以下令禁毀書院的原因；並進一步探究張居正與徐階、高拱的關係，提供認識張居正的更廣域的視角；最後，就可能導致張居正禁毀天下書院的原因進行通盤分析，並嘗試追索禁毀書院的影響。

關鍵字

張居正 ； 書院 ； 講學 ； 王學 ； 禁毀 ； 明代

並列摘要

In the academic development of the Ming Dynasty, two phenomena were the most important—the rise of the “Yang-Ming Xin Xue ( or “Wang Xue” )” and the prosperity of academies. These two phenomena were interrelated and inseparable from each other. After the 1500s, “Wang Xue,” disseminated through academies, became much more influential and popular. Nevertheless, although “Wang Xue,” a new academic trend, brought illuminating thoughts to the intelligentsia, it caused some negative effects because of the incomplete construction of the theory and the avant-garde and radical characteristics inherent in the theory. Accordingly, some scholars reprimanded and castigated the deviation of “Wang Xue.”

In 1579, the Prime Minister Zhang Ju-Zheng ordered that all academies be prohibited. The prohibition was a direct and great set-back to the development of “Wang Xue” in the Ming Dynasty. Was there any conflict between Zhang Ju-Zheng and scholars of “Wang Xue”? What was Zhang’s attitude towards and evaluation of “Wang Xue”? Was the prohibition of “Wang Xue” and academies merely a political event? Or was it intended to persecute scholars? What were the reasons for the suppression of “Wang Xue”? And what was the academic and political influence of the suppression? This thesis aims to discuss why Zhang decided to prohibit or eradicate academies; in my view, his decision was related to his academic thought and to his status as a statesman and scholar. In addition, I will conduct research on the relationship between Zhang Ju-Zheng, Xu Jie, and Gao Gong, which is conducive to the understanding of Zhang from a broad perspective. Last but not least, I will make an overall analysis on all possible reasons for Zhang’s prohibition of academies and the consequence of the prohibition.

並列關鍵字

Zhang Ju-zheng ； academies ； prohibitation ； the Ming dynasty ； Wang Xue

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