我国边疆教育的早期近代化转型——晚清蒙藏回教育之策的朝野认知与各方互动  

The Early Modern Conversion of Frontier Education in China:Different Parties Understanding and Interactions Concerning the Education among the Mongolian,Tibetan,and Hui in the Late Qing Dynasty

作　　者：凌兴珍[1] Ling Xingzhen(Sichuan Normal University,Chengdu,610066,Sichuan,China)

机构地区：[1]四川师范大学文科学报、历史文化与旅游学院,四川成都610066

出　　处：《民族学刊》2021年第8期62-78,127,共18页Journal of Ethnology

基　　金：国家社科基金项目“国民政府时期边疆教育委员会研究(1939-1946)”(19BMZ03)的阶段性成果。

摘　　要：随着列强侵略中国边疆领土和谋取中国边疆教育权危机加重,中国边疆传统教育落后与以教育统合国民的民族国家建设需求矛盾日渐突出,晚清朝野士绅发出了“蒙藏回教育,急宜筹备”的疾呼,提出了“兴学为办理边务第一要务”和以“同化主义”为“蒙藏回行政方针”、以“语文统一”为“蒙藏回教育行政方针”的主张,并从边地兴学与内地兴学主旨差异角度探索了蒙藏回教育发展的路径、次第与方法,为以蒙藏回为主的边疆教育由传统寺院经堂教育向以汉语文和科技知识为主的早期近代学堂教育转型提供了思想资源和决策基础。晚清以蒙藏回为主的边疆早期近代化学堂教育起步,既得益于学部与理藩部的重视和统筹推进,更得到边地督抚大臣的高度关注与强力推动,中央和地方之间还形成了一定程度的互动与合作共同推动边地学务发展的格局,旨在达成合满汉蒙回藏苗夷为一体、以汉语文和汉文明沟通融合蒙藏回诸民族言文思想的民族国家建设目标。这一转型起步,尽管在各边地的进展与成效并非整齐划一,但却具有特殊的时代价值、实践意义和思想启迪。As the disastrous invasion by foreign powers and their blotting out of education rights in China s border territories only seemed to be getting worse,it apparently became increasingly clear there was a serious incongruity between a backwardness of traditional education in China s border areas and a need for building a nation-state that unifies people through education.The governmental and non-governmental gentry of the late Qing dynasty pleaded for“Urgent Needs of Education among the Mongolian,Tibetan,and Hui”peoples and put forward that“promoting education is a priority for border affairs.”They also launched the idea that“language unification”should be the“administrative policy”and“education strategy”for the Mongolian,Tibetan,and Hui ethnic groups.The Qing dynasty elites furthermore appeared to suggest that there were not only educational differences regarding direction,order,and method between the Mongolian-Tibetan-Hui areas and the central regions but also disparities in difficulty and urgency between the more nearby and more remote frontier territories.They moreover believed that“religion and education should not be mixed,”which gave rise to the idea of“separation of religion and education.”The Qing dynasty,therefore,seemed to examine the development of education in the Mongolia,Tibetan,and Hui ethnic groups from the perspective of the differences in education in the border areas and the hinterland.This provided ideological resources and a decision-making rationale for the full conversion of frontier education based on traditional monastic education into early modern school education based on the Chinese language as well as scientific and technological knowledge.In the late Qing Dynasty,the start of early modern school education in China s peripheral regions owed to the attention and coordinated promotion by the Faculty of Education and the Ministry of Minority Governance,as well as the considerable interest and strong promotion of the frontier governors and ministers.Moreover,ther

关 键 词：边疆教育 早期近代化转型 蒙藏回教育 汉语文教育 

分 类 号：C952[社会学—民族学]