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六朝女教問題研究 -- 以才性、南北、妒教為中心=Women''s Education in Six Dynasties: Focusing on Talents, North-South and Jealousy |
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| Author |
曾美雲 (著)=Zeng, Mei-yun (au.)
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| Date | 2001.07 |
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| Pages | 395 |
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| Publisher | 國立臺灣大學中國文學研究所 |
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| Publisher Url |
http://www.cl.ntu.edu.tw/
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| Location | 臺北市, 臺灣 [Taipei shih, Taiwan] |
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| Content type | 博碩士論文=Thesis and Dissertation |
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| Language | 中文=Chinese |
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| Degree | doctor |
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| Institution | 國立臺灣大學 |
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| Department | 中國文學研究所 |
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| Advisor | 林麗真 |
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| Publication year | 89 |
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| Keyword | 六朝=Six Dynasties; 女=women; 教育=education; 才性=talents; 南北=North-South; 妒=jealousy; 門第=aristocratic familiea |
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| Abstract | 本文撰作肇因於對六朝婦女「多才」、「多面」形象之興趣，期望藉由女教角度之切入，各類材料之廣泛爬梳，探尋才女養成及各色女子形塑之源頭。第一章「濟濟女才與六朝女教」，總述六朝女才與女教實況，依次探討「家庭」、「宮閨」、「寺治」三類教育之「施教目的」、「施教者」、「教育內容」及「教育方式」，提示女才與女教之間的初步關涉。第二章「六朝女子才性觀」，研討六朝女教思想中涉及「受教主體質性」及「才能施用預期」的相關見解，採由「男女兩性」與「玄佛道儒」二徑進行論析，得見此代女教觀念之開通新異；第三章「南北女教之異同」探索南北女教所以有別原因，特殊時空所形成的多元文化背景乃其異同主因。第四章「妒教現象中的情權之爭」，擇取六朝女教特殊現象加以剖析，尋繹部份家族以妒為教的原委，經由妒教「情權爭衡」本質的發現，窺見門第權力對女教的操控介入及對女子形塑之建構過程，反映門第家族涉入女教之深重。以上三項議題之解答除個別呈顯六朝女教之特徵，亦為六朝女子成才之主因。末章「六朝女教之歷史意義」，解釋多才多面婦女之產生緣由，提挈影響女教之主要因素，勾勒六朝女教之歷史意義及對現代女教之啟示。本文研究結果顯示：六朝多才多面女子出自多元女教之格局，多元女教格局則始於多元文化之激盪及門第制度之需求。多元文化因素包括思潮、地域二種面向：思潮方面有玄佛道儒之交融並興，諸說有關女子才性及女教思想新義，移轉緩解傳統女教對女子才性之貶抑及女子受教權利之約制；地域方面則有南北習尚之異與胡漢風俗之別，進而促成南北女教內容之多樣及對傳統女教範疇之跨越。至於六朝門第「興家榮族」之特殊需求，「各有家風」之文化脈絡，助長六朝門第教女之風氣，並在教育內容上自出新意，尚文讀史修玄習武，言語術藝宗教外事，已然超越傳統女教領域。總之，特殊的文化氛圍與社會制度，刺激六朝女教之新變，造就才藝出眾、形象多元之婦女；而六朝女教「超越儒家女教範式」、「拓展多元女教格局」之成績，業已開創中國女教新局，彰顯其獨特的歷史意義。
The writer was interested in the “talented” women image in Six Dynasties, therefore, expected to investigate from women’s education aspect to find out the reasons of resulting talented women. The first chapter “Numerous Talented Women and Six Dynasties’ Women Education” is a general description of actual situation of Six Dynasties’ talented women and women’s education. To discuss education from “family”, “tutors for female royal families ” and “abbey school” to establish the initial relationship between talented women and women’s education. The second chapter is “Overview of Six Dynasties’ Talented Women”. The writer tries to analyze from “gender: male and female” and “philosophy: Xuan-Xue, Buddhism, Taoism, and Confucianism” to find out the opening mentality in women’s education at the time. Chapter three “Similarities and Differences of North-South Women’s Education” discovers different women’s education in these two places, are caused by multi cultural backgrounds resulted from special time and space reasons. For philosophy, there are Xuen-Xue, Buddhism, Taoism, and Confucianism coexisting. For place, living habits in South and North are different. For races, there are different customs between Han and Hu. All of these promote the varieties of contents and crossing the border of North and South women’s education. The fourth chapter “Fighting between the Sensibility and Power in the Jealousy Phenomenon” traces the cause and effects of jealousy teaching in some families. Through the nature discovering of “balancing the sensibility and power” to revel power of aristocratic families manipulating women’s education and their constructing process of forming women’s image. This reflects aristocratic families involve deeply to women’s education. The last chapter ”The historical Meaning of Six Dynasties’ Women’s Education” explains causes of many talented women, and it’s mainly related to the women’s education. This pictures the historical meaning of Six Dynasties’ women’s education and inspirations to modern women’s education. The research concludes: the talented women in Six Dynasties are owing to the prosperous women’s education. The prosperous women’s education starts from multi cultural mutual influences and demands from aristocratic system. The success of “exceeding Confucianism women’s education style” and “developing multi cultural women’s education” in Six Dynasties’ women’s education has already set a new model of women’s education and stood along it’s outstanding unique historical meaning. |
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| Hits | 1304 |
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| Created date | 2005.07.22 |
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| Modified date | 2015.07.24 |
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