Denna uppsats har som syfte att analysera historielärares upplevelser av möten med olika historiekulturer i multikulturella klassrum och identifiera att deras didaktiska strategier för att bemöta dessa. Undersökningen utförs i tre steg bestående av en förundersökning, en enkät och sedan två samtalsintervjuer. Undersökningen riktar sig till gymnasielärare i ämnet historia och söker de lärare som bemött olika historiekulturer i klassrummet samt hur de tänker kring undervisningsupplägg, utmaningar, möjligheter och strategier. Studien kommer fram till att historiekulturella yttringar synliggörs genom elevernas bristande förkunskaper, genom att elever inte känner igen sig i den historia som presenteras och diskuteras under lektionerna samt konflikter och känsloyttringar relaterat till olika perspektiv och tolkningar av historien. Undersökningen visar även att majoriteten av de deltagande lärarna ser möjligheter med att ha flera historiekulturer närvarande i klassrummet och påstår att det öppnar upp för fler perspektiv, vilket alla elever gynnas av. Detta dels då eleverna får ett bredare historiemedvetande, dels blir erbjudna flera historiska narrativ. De strategier som presenteras för att möta och hantera olika historiekulturer i undervisningen handlar till stor del om att läraren behöver bygga goda relationer med eleverna, utveckla ett tryggt klassrumsklimat samt att gruppen känner sig trygga med varandra, för att kunna diskutera historiekulturella skillnader på ett respektfullt och givande sätt. Undervisningen bör även strategiskt planeras utifrån vilken grupp som undervisningen ska ske i. Detta för att undvika att någon känner sig kränkt, eller konflikter mellan elever uppstår. Trots att historiekulturella skillnader kan uppfattas som känsliga eller konfliktsskapande, visar undersökningen att lärare finner det av ytterst stor betydelse att visa på olika historiska perspektiv för att göra ämnet relevant för alla elever i klassrummet. / The purpose of this essay is to analyze history teachers' experiences of encounters with different historical-cultures in multicultural classrooms, and to identify their didactic strategies to respond to these. The study is carried out in three stages consisting of a preliminary survey, a questionnaire survey and then two face-to-face interviews. The study is aimed at highschool teachers in the subject of history and is searching for teachers who have dealt with different historical-cultures in the classroom and how they think about teaching methods, challenges, opportunities and strategies. The study concludes that historical-cultural differences can be expressed through out a lack of prior knowledge, through students not recognizing themselves in the history that is presented and discussed during the lessons. The study also shows through conflicts and emotional expressions related to different perspectives and interpretations of history. The survey then shows that the majority of the participating teachers sees opportunities in having several historical-cultures present in the classroom and believe that it opens up more perspectives, which all students can benefit from. This is because the students gain a broader awareness of history and feel that they are not presenting a "proper historical narrative". The strategies that are presented for meeting and dealing with different historical-cultures in teaching are largely about the teacher needing to build good relationships with the students and developing a safe classroom climate. It´s also important that the group is safe with eachother, in order to be able to discuss historical cultural differences in a respectful and rewarding way. The teaching should also be strategically planned based on which group the teaching will take place in. This is to avoid anyone feeling offended, or conflicts between students to occur. Despite the fact that historical and cultural differences can be perceived as sensitive or conflict-creating, the survey shows that teachers find it extremely important to show different historical perspectives in order to make the subject relevant to all students in the classroom.

[pt] Este trabalho tem como objetivo compreender as trajetórias de vida, em formato autobiográfico, como estratégia didática na construção do conhecimento histórico escolar. Por meio do desenvolvimento de uma proposta educacional própria, mobilizamos a metodologia da pesquisa-ação, em conjunto com três turmas do 6º ano do Ensino Fundamental da Escola Municipal Sérgio Buarque de Holanda na cidade do Rio de Janeiro. Em vista disso, parte da proposta didática consiste, em conjunto com outras atividades educacionais, na apropriação do Museu da Pessoa, um museu virtual, que compreende as trajetórias de vida como patrimônio da humanidade. As atividades procuraram investigar a utilização dessas trajetórias de vida enquanto possibilidade de construção do saber histórico escolar no ensino básico. Procuramos, desse modo, mobilizar conceitos e categorias tradicionalmente utilizados como conteúdos no 6º ano para investigar as possibilidades do uso das autobiografias por intermédio do Museu no ensino de História nesse segmento. / [en] This Master s thesis aims to comprehend life path, in autobiographical form, as a didactic strategy to shape the school historical knowledge. Through the development of our own educational proposal, we boost the research-action methodology, along with three classes of the 6th year of Primary School at the Municipal School Sérgio Buarque de Holanda in the city of Rio de Janeiro. Therefore, part of the didactic research consists, in combination with other educational activities, to appropriate of the Museu da Pessoa project, a website museum, which uses life path s narratives as a Humanity s Cultural Heritage. The activities draw on personal narratives as a possibility of historical knowledge in basic education. Consequently, we produced and dialogued concepts as resources to investigate the autobiographical practice through the Museu da Pessoa conception.

[pt] Esta dissertação apresenta um roteiro de atividades didáticas para a abordagem da história de Angola, voltado para turmas de nono ano do ensino fundamental. Em caráter interdisciplinar, o roteiro busca relacionar os referenciais históricos do período contemporâneo com parte da obra do autor angolano Ondjaki. O objetivo desta proposta é aguçar a curiosidade, o interesse e despertar a admiração dos alunos pelo continente africano, ajudando-os a superar mitos e estereótipos puramente negativos em relação à África. A sequência didática proposta foi elaborada a partir de leituras de historiografia, antropologia e literatura. Foi igualmente importante para fundamentar o produto desta dissertação a reflexão teórica sobre a abordagem em sala de aula da literatura como forma de conhecimento, para o exercício da empatia e do respeito à diversidade cultural. / [en] This dissertation presents a script of didactic activities to approach the history of Angola, aimed at 9th grade elementary school classes. In an interdisciplinary character, the script seeks to relate the historical references of the contemporary period with part of the work of the Angolan author Ondjaki. The proposal is to whet curiosity, interest and arouse students admiration for the African continent, helping them to overcome myths and purely negative stereotypes about Africa. The proposed didactic sequence was elaborated from readings of historiography, anthropology and literature. It was also important to base the product of this dissertation on the theoretical reflection on the classroom approach to literature as a form of knowledge, for the exercise of empathy and respect for cultural diversity.

[pt] Esta tese se insere no conjunto de pesquisas que têm como temática principal a constituição histórica das disciplinas escolares. O seu objeto é a configuração do ensino de Estudos Sociais no Brasil, entre as décadas de 1930 e 1970, considerando dois contextos principais em que este foi discutido e ou implantado. São privilegiadas as perspectivas defendidas por Carlos Miguel Delgado de Carvalho, entre as décadas de 1930 e 1960, e por Raimundo Valnir Cavalcante Chagas, um dos formuladores da política educacional dos anos da ditadura militar (1964-1985). Tencionamos compreender as continuidades e rupturas entre essas duas vertentes. A proposta se justifica pelo predomínio de trabalhos que analisam os Estudos Sociais isoladamente ou como criação de determinado período histórico – sobretudo, durante a ditadura militar – sem uma preocupação em considerar os diferentes momentos pelos quais passou essa disciplina escolar. Os Estudos Sociais foram introduzidos no Brasil nos anos de 1930 a partir de sua inclusão como matéria de ensino na Escola de Professores do Instituto de Educação do Distrito Federal e da publicação do Programa de Ciências Sociais (1934) pelo Instituto de Pesquisas Educacionais, dirigido por Delgado de Carvalho. Ambas as ações se inspiram no movimento escolanovista, na educação progressiva estadunidense, principalmente na filosofia educacional de John Dewey, e foram desenvolvidas sob a liderança de Anísio Teixeira à frente do Departamento de Educação do Distrito Federal. Nas décadas seguintes, diferentes experiências de ensino de Estudos Sociais se concretizaram, como as dos Ginásios Vocacionais e a indicação do Conselho Federal de Educação, de que fosse uma disciplina optativa a partir de 1962. Em 1971, no processo de reforma de ensino de primeiro e segundo graus, pelas mãos do conselheiro Valnir Chagas, operou-se uma mudança radical, pois de proposta indicativa e experimental passou a disciplina obrigatória, substituindo História e Geografia no primeiro grau. Assim, esta tese concentra-se em compreender: por quais continuidades e rupturas passou a disciplina de Estudos Sociais em sua implantação e manutenção na educação brasileira A hipótese é a de que, apesar das distintas interpretações, a apropriação feita a partir da perspectiva estadunidense influenciou ambos os educadores, mudando seus contextos e intenções. Dialoga-se com os referenciais teóricos da história das disciplinas escolares e história do ensino de História. Trata-se de uma pesquisa histórico-documental, cujas principais fontes são artigos, livros e pareceres escritos por Delgado de Carvalho e Valnir Chagas. A metodologia adotada é a análise de texto, que propõe compreender a obra dos autores em relação ao seu contexto histórico, educacional, político e social, bem como os paradigmas intelectuais que os guiaram (Ciro Cardoso e Ronaldo Vainfas). A análise documental indica que até a década de 1960 a função de cada uma das disciplinas escolares, sobretudo, História e Geografia, era importante na definição dos Estudos Sociais, algo que deixou de ocorrer a partir das reformas da ditadura militar. Naquele momento, os Estudos Sociais tornaram-se simples fusão de disciplinas e reunião de conteúdos histórico-geográficos sob uma mesma disciplina. As suas intenções também foram modificadas: da formação do aluno crítico e cidadão passou-se à formação do aluno como fator de segurança e estabilidade para si, para a sociedade e para o Estado. / [en] This thesis is part of a set of researches focusing on the historical constitution of school subjects. The object of study is the setting of teaching Social Studies in Brazil, between the decades of 1930 and 1970, considering two main contexts in which it was discussed and/or deployed. Inside are the perspectives defended by Carlos Miguel Delgado de Carvalho, between the decades of 1930 and 1960, and Raimundo Valnir Cavalcante Chagas, one of the formulators of the educational policy along the years of military dictatorship (1964-1985). The intention is to comprehend the continuities and ruptures between these two approaches. The proposal is justified through a predominance of works that analyze Social Studies separately or as the creation of a given historical period – especially during the military dictatorship – without a care in considering the different occasions by which this school discipline went through. Social Studies were introduced in Brazil in 1930 from its integration as school discipline at the school of Escola de Professores do Instituto de Educação do Distrito Federal and the publication of Programa de Ciências Sociais (1934) by the Instituto de Pesquisas Educacionais, directed by Delgado de Carvalho. Both actions are inspired by the Progressive Education movement, especially in the educational philosophy of John Dewey, and were developed under the leadership of Anísio Teixeira, to the head of the Department of education of Federal District. In the following decades, different experiences of Social Studies teaching are implemented, like Ginásios Vocacionais and the Federal Council of Education suggestion for it to be considered a minor discipline from 1962 on. In 1971, during the process of reforming the teaching in Primary and Secondary Education, by Advisor Valnir Chagas, a radical change was undertaken, as from an indicative and experimental proposal, it has become a compulsory subject, replacing History and Geography in Primary Education. Therefore, this thesis focuses on understanding: by which continuities and ruptures the Social Studies passed in its deployment and maintenance in Brazilian education The hypothesis is that, in spite of the different interpretations, the appropriation made from the American perspective influenced both educators, changing contexts and intentions. It is a merge of theoretical references in the history of the school subjects and the history of History teaching. It is a historical documentary research, whose primary sources are articles, books and opinions written by Delgado de Carvalho and Valnir Chagas. The methodology adopted is the text analysis, which proposes to understand the work of authors in relation to their historical, educational, political and social context, as well as the intellectual paradigms that have guided them (Ciro Cardoso e Ronaldo Vainfas). The documentary analysis indicates, among other aspects, that until the 1960 s, the function of each school subject, especially History and Geography, was important in the definition of Social Studies, something that ceased to occur from the reforms of military dictatorship. Currently, Social Studies have become a simple fusion of disciplines and the compilation of geographical-historical contents, meeting under the same discipline. The intentions have also changed: the formation of a critical student and citizen turned to a student s training as a factor of stability and security for his own self, to society and the State.

[pt] A insurgência dos museus nas mídias nos últimos anos colocou em debate o papel social e educacional desses locais. Essa dissertação coloca em discussão a relação entre essas instituições e o ensino de História, tendo como preocupação as marcas da colonialidade do poder e do saber, que causam silenciamentos, exclusões e assimetrias. Dentro do projeto de modernidade ocidental, o poder colonial impõe a racionalidade e os valores europeus como os únicos referenciais aceitos para o alcance da civilização e do progresso. Nesse cenário, a pedagogia decolonial aparece como impulsionadora da necessidade de emergir novas formas de pensar, perspectivas outras, de modo a projetar alternativas interculturais. Para analisar essas questões recorre-se ao pouco investigado Museu Histórico da Cidade do Rio de Janeiro (MHCRJ), sua constituição, construção do acervo e as exposições mais recentes. Buscou-se explorar as narrativas circulantes do espaço e a possibilidade de construir outras a partir das fotografias das últimas mostras montadas por meio do acervo próprio: Os Múltiplos Olhares de Augusto Malta e Imagens do Rio Oitocentista. As reformas urbanas do Rio de Janeiro, os projetos urbanísticos em disputa e suas implicações sociais foram os temas suscitados para problematizar a imagem projetada da cidade, seu estado atual e a construção do conhecimento histórico. Portanto, esse trabalho aposta na possibilidade de um ensino de História intercultural em diálogo com narrativas de museus de História, de modo a promover encontros com o diferente e a ampliação das visões e leituras de mundo. / [en] The insurgency of museums in the media in recent years has brought into question the social and educational role of these places. This dissertation discusses the relationship between these institutions and the history teaching, having as a concern the marks of the coloniality of power and of knowledge that cause silences, exclusions and asymmetries. Within the project of western modernity, colonial power imposes European rationality and values as the only benchmarks accepted for the achievement of civilization and progress. In this scenario, decolonial pedagogy appears as a booster of the need to emerge new ways of thinking, other perspectives, in order to project intercultural alternatives. To analyze these questions, we use the little investigated Historical Museum of the City of Rio de Janeiro (MHCRJ), its constitution, construction of the collection and the most recent exhibitions. It pursued to explore the circulating narratives of space and the possibility of building others from the photographs of the latest exhibitions assembled through their own collection: The Multiple Views of Augusto Malta and Images of the Eighteenth Century. The urban reforms of Rio de Janeiro, the disputed urban projects and their social implications were the themes raised to problematize the projected image of the city, its current state and the construction of historical knowledge. Therefore, this work bets on a teaching of intercultural history within the history museums, in order to promote encounters with the different and the expansion of world views and readings.

[pt] Essa dissertação se propõe a discutir a possibilidade do uso pedagógico da história local nas aulas do ensino de história da Educação Básica para os anos finais do Ensino Fundamental e Ensino Médio. Para tanto, a pesquisa debruça-se sobre a perspectiva da História Local do município de Duque de Caxias, situado na região metropolitana do Rio de Janeiro, território pertencente a Baixada Fluminense, servindo como aporte para a ampliação da consciência histórica e fortalecimento da identidade dos estudantes nas aulas de História da Rede Pública Estadual da cidade. O escopo da pesquisa se estrutura a partir de autores e perspectivas do campo do ensino de história, historiografia e educação. A interlocução com o conceito de Micro-História, Jogo de Escalas, Consciência Histórica para pensar a história local enquanto abordagem pedagógica, são premissas da pesquisa. Articulado a esses e outros autores, o trabalho entrou em contato com um grupo de professores que lecionam na Rede Estadual da cidade através de um questionário on-line, criado no Google Formulário e disponibilizado via e-mail e WhatsApp, por ocasião da crise sanitária (Pandemia do Covid-19). Como produto da pesquisa, foi elaborado um Catálogo Pedagógico com a proposta de avizinhar docentes da historicidade local. Um levantamento bibliográfico a respeito das produções historiográficas sobre a história local do município, assim como, entrevistas foram realizadas através do aplicativo Zoom com sujeitos históricos locais, para compor o produto da dissertação. Entende-se que os professores se configuram como parte fundamental para inserção da história local nas salas de aula, de modo a fomentar uma aprendizagem histórica significativa e conectada a realidade dos estudantes. Ao escolher práticas pedagógicas contextualizadas e reflexivas, na qual os discentes se percebem enquanto partícipes dos processos históricos experimentados, o professor viabiliza um conhecimento histórico rico, em que as narrativas homogeneizantes vão sendo descontruídas. Nesse sentido, a história local pode contribuir com um ensino de história que estimule a ampliação da consciência histórica, fortalecimento da identidade e alteridade. / [en] This dissertation is proposed to discuss the possibility of the pedagogical usage of the local history in history classes in the Basic Education for the final grades of Middle School and High School. For this purpose, this research focus on the perspective of the local history of the city of Duque de Caxias, located on the metropolitan region of Rio de Janeiro, being a territory belonging to Baixada Fluminense, to work as a contribution to the amplification of the historical conscience and the strengthening of students identities in History classes of the State Public Network of the city. The research s scope is structured from authors and perspectives of the field of history teaching, historiography and education. The interlocution with the concept of Micro-history, Game of Scales and Historical Conscience to think about the local history as a pedagogical approach are the premise of the research. Attached to these and other authors, this work got in touch with a group of teachers who teach in the state network of the city through an online questionnaire, created on Google Forms and available via email and WhatsApp, due to the sanitary crisis (Covid-19 pandemic). As a product of the research, a Pedagogical Catalogue was elaborated with the proposal of acquainting teachers to the local historicity. A bibliographic survey related to historiographic productions about the local history of the city, as well as interviews, were done with local historical subjects, through the Zoom application, to compose the product of the dissertation. It is understood that teachers are an essential part to the insertion of the local history in classrooms, in order to foment a historical learning that is significant and connected to students realities. When choosing contextualized and reflexive pedagogical practices, in which students understand themselves as participants of historical processes experimented, the teacher enables a rich historical knowledge, in which homogenizing narratives are being deconstructed. In this sense, the local history can contribute to a history teaching that stimulates the amplification of historical conscience, strengthening of identity and alterity.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-05T12:43:44Z No. of bitstreams: 1 Gilson Ruy Monteiro Teixeira.pdf: 2105815 bytes, checksum: 0bc2bea99d5a301079bcca16f0c43435 (MD5) / Made available in DSpace on 2018-07-05T12:43:44Z (GMT). No. of bitstreams: 1 Gilson Ruy Monteiro Teixeira.pdf: 2105815 bytes, checksum: 0bc2bea99d5a301079bcca16f0c43435 (MD5) Previous issue date: 2018-03-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The thesis aims to analyze, from a historical perspective and through a philosophical and educational approach, the process of the exercise of philosophizing in the Brazilian secondary school in the period from 1837 to 1915, under the dimension of teaching the philosophical act. It aims to demonstrate that philosophizing in Brazil in the nineteenth century was cultivated in and disseminated within the institutions that offered the humanities as a requirement for access to higher education. The under-standing of school discipline as a production by the school and for the school of Andre Chervel served as a theoretical and methodological guide to produce this work. According to this perspective, pedagogy, methodologies and didactics of the teaching of a content of a school discipline are constructions carried out within the school itself in function of the purposes that the school traces for itself, without, however, understanding it as education system to which it belongs. From this perspective, the research presented here, in the Provincial Reports, in the Reports of the Empire, in the Reports of the Public Instruction and in the Memories of the Faculties of the Empire, looked for elements about the content and organization of the teaching of Philosophy in the national secondary. The results demonstrate that the teaching of Philosophy in the period was subordinated to the dynamics of the faculties of the Empirere / A tese pretende analisar, de uma perspectiva histórica e mediante uma abordagem filosófico e educacional, o processo do exercício do filosofar na escola secundária brasileira no período de 1837 a 1915, sob a dimensão do ensinar o ato filosófico. Pretende demonstrar que o filosofar no Brasil do século XIX foi cultivado no e difundido do interior das instituições que ofertavam as humanidades como requisito de acesso ao ensino superior. A compreensão de disciplina escolar como uma produção pela, na e para a escola de Andre Chervel serviu de guia teórico e metodológico para produção deste trabalho. Segundo essa perspectiva a pedagogia, as metodologias e a didática do ensino de um conteúdo de uma disciplina escolar são construções realizadas no interior da própria escola em função das finalidades que ela, escola, traça para si, sem, no entanto, compreendê-la como alheia ao sistema educacional ao qual pertence. A partir dessa perspectiva a pesquisa aqui apresentada buscou, nos Relatórios Provinciais, nos Relatórios do Império, nos Relatórios da Instrução pública e nas Memórias das Faculdades do Império elementos acerca do conteúdo e da organização do ensino de Filosofia no secundário nacional. Os resultados demonstram que o ensino de Filosofia no período subordinava-se à dinâmica das faculdades do Império

In this dissertation, the phrase 'Christian Citizen' refers to those Christians who possess a strong sense of identity, believing in Christianity and upholding the corresponding faith while fulfilling civic responsibility and loving one's country. Through gathering and investigating into the personal letters, works and reports and so on of Liu, this dissertation renders an in-depth exploration of Liu's analysis on national character, views on citizenship and his blueprint of the Civic Education Movement. More importantly, Liu did not resort to empty talk but walked the talk, integrating faith with daily life. Throughout his whole life, including, in the early days, the Career Guidance Movement and his work at the Y.M.C.A., his presidency at the University of Shanghai and fmally the righteous action in defending against Japanese invasion during the latter days, the quality of Liu, in being loyal to one's nation, displaying care and concern for the society, living out and walking one's faith whole-heartedly was evident. His life manifested the unification of the roles and functions of a Christian citizen of one's nation, with Christian citizenship vividly lived out. Special investigation would be made into a rarely noted work headed by Liu, Y.M.C.A.'s Civic Education Movement in the 1920s, under the slogan 'Saving Nation through Character'. The origins, effectiveness and characteristics of the Movement would be explored. This study concludes with revealing, through Liu's life, the characteristics of being a Christian citizen and examines the choice of the advocators of 'Saving Nation through Character'. / There is a saying: "One more Christian, one fewer Chinese". It implies a conflict between an Ascribed Identity (Chinese) and an Achieved Identity (Christian). The former is an inherited and irreversible blood relationship while the latter is acquired after birth, being a self-converted social role. Undeniably, conflict of identities brought about bewilderment and impact to Chinese Christians in late Qing and Early Republican eras, causing identity crisis. Role identification is a process of getting to know oneself in terms of cognition, attitude and behavior, affecting daily life and instilling meaning of life. Quite a number of researches in the past emphasized the mental struggle and torture suffered by Chinese Christians under the seemingly incompatibility of the two identities. However, identity crisis is by no means impossible to do away with or integrated. This research attempts to show that ascribed identity and achieved identity can be integrated harmoniously through identify negotiation. The case of Liu Zhan-en (1896--1938) clearly demonstrated roles of being a citizen on earth and that of heavenly kingdom need not be an either-or option. Christians are not only citizens of the eternal heavenly kingdom, but also contemporary citizens on earth. One can live in serving the Lord with piety while obeying legal requirements stipulated by the government. Devoted and sound citizenship could be harmoniously integrated to be 'Christian Citizen'. / 黃錦暉. / Adviser: Yuen Sang Leung. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 221-252). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Huang Jinhui.

梁偉明. / 論文(碩士) -- 香港中文大學硏究院歷史學部,1995. / 參考文獻: leaves i-ix (5th group) / Liang Weiming. / Chapter 一、 --- 前言 --- p.1-8 / Chapter 二、 --- 政治取向探索期(1946 ´ؤ 1954) --- p.9-32 / Chapter 一一 --- 中文中學復員的困難和分裂 / Chapter 一一 --- 中文中學面對的困難 / Chapter (1) --- 辦學經費 / Chapter (2) --- 師資與敎材 / Chapter (3) --- 學生出路 / Chapter (4) --- 會考課程與辦學方針 / Chapter 一一 --- 小結 / Chapter 三、 --- 經濟需求促變期(1955 ´ؤ 1965) --- p.33 -53 / Chapter 一一 --- 政治民族意識的消磨 / Chapter 一一 --- 中文中學面對的困難 / Chapter (1) --- 學生出路 / Chapter (2) --- 學生流失 / Chapter (3) --- 資金和校舍 / Chapter (4) --- 敎材與課程 / Chapter (5) --- 工業發展對資源分配的壓力 / Chapter (6) --- 香港中文大學的成立 / Chapter 一一 --- 小結 / Chapter 四、 --- 學術目標轉向期（1966-1975 ) --- p.54 -81 / Chapter 一一 --- 中文敎育新路向 / Chapter 一一 --- 中文中學面對的困難 / Chapter (1) --- 學生流失 / Chapter (2) --- 中國語文課程的困局 / Chapter (3) --- 來自政府的壓力 / Chapter (4) --- 中文的地位 / Chapter ´ؤ一 --- 小結 / Chapter 五、 --- 新生角色醞釀期(1976 ´ؤ 1982) --- p.82 ´ؤ107 / Chapter 一一 --- 中文中學面對的困難 / Chapter (1) --- 在學人數縮減 / Chapter (2) --- 僑校意識、政治意識的淡化 / Chapter (3) --- 來自考試的壓力 / Chapter (4) --- 第二次中文運動 / Chapter (5) --- 混亂的語文現象 / Chapter ´ؤ´ؤ --- 新角色的思考 / Chapter ´ؤ´ؤ --- 小結 / Chapter 六、 --- 結論 --- p.108´ؤ118 / 附錄一：中文、中英文中學學校及學生數目一覽表 / 附錄二：國內中學與香港一般中學課程比較表 / 附錄三：1951年頒佈之香港中文中學高中畢業會考中文科課程內容 / 附錄四：〈曾钰成校長訪問稿〉 / 附錄五：1872-1982年創校，現在仍然運作的中文中學一覽表 / 參考書目 / 中文 --- p.i-vi / 英文 --- p.vii-ix

本文以明初官定程朱理學讀本《四書五經性理大全》的成書和思想反應為中心，旨在探討朱子學在14、15世紀流衍、官學化乃至自我更新的過程。作為士人參加科舉考試的必讀之書，《四書五經性理大全》原則上締造著明代士人的思維結構乃至行事方式，成為他們為學從政的依據和根基。全文主要分為三個部份：第一部份重點討論此書萌生於14世紀的主要學術背景，指出它是在元代浙江、江西、徽州三地朱子學並競發展的多元化局面中醞釀而生的。第二部份首先檢討了明初洪武、永樂兩朝帝王一脈相承卻又有不同的理學取態。同樣尊信理學可以幫助治國，太祖樂於以務實態度來修正和完善朱子學並顯現出他淩駕於道統的情形，而明成祖則將程朱理學視作其政權合法性的依據進而操縱了儒家道統，《大全》正是在明初政治文化微妙而重大轉變中應運而生的。本文接著考察了《大全》的編纂、取材與影響，從中指出編纂地選在北京對成祖遷都部署的配合作用，並分析《大全》內容取材的地域特色，及此特色所受敕撰要求、書籍流通、人事安排等因素的影響；統計其刊行情況以證實《大全》地位在有明一代從未被動搖，在晚明乃至成為商業出版中有利可圖的公共文化資源的情形。本文第三部份重點以15世紀持續出現的多種《大全》反應性著作為分析對象，從中觀察《大全》被作為舉業的讀本、行道的載體、救正時弊乃至變革士人思想的必由取徑，而在地方學官、著名儒者以及土木之變後學者型官員中引發的激烈迴響和對其批評、質疑、修正的相應行動。透過這些討論，本文期望檢討14世紀朱子後學的多元化發展與並競局面、明初帝王的理學取態對於明初理學的官學化進程的實際影響，以及15世紀的菁英士大夫如何運用“統一“後的理學學說來應對現實危機與朱子學發展困境等議題。 / This dissertation studies the formation of and intellectual responses to the Sishu Wujing Xingli Daquan( Great Compendia of the Four Books, Five Classics and Human Nature and Heavenly Principle), which were compiled in the Yongle period (1403-1424), in the context of the spreading and self renewal of Zhu Xi’s philosophical school in the fourteenth and fifteenth centuries. As must-read books for the imperial examinations, the Compendia affected Ming scholars’ mode of thinking and their way of doing things. They also formed the basis of their classical learning and political participation. / The study begins with an analysis of the intellectual background of the Compendia in the fourteenth century. It points out that there were three types of development and competition patterns of Yüan Neo-Confucianism in Zhejiang, Jiangxi and Huizhou. / The research then reviews the important changes of attitude from the Hongwu emperor to the Yongle emperor towards Neo-Confucianism. Although both emperors believed that Neo-Confucianism could help them better govern the country, the Hongwu emperor was keen to see revisions of Zhu Xi’s classical exegesis. To meet his realistic needs he even ignored the Neo-Confucian orthodoxy. The Yongle emperor, however, used Neo-Confucianism as the basis of his political legitimacy and thus manipulated the Neo-Confucian orthodoxy. / This study also discusses the process of compilation, selection of material and Ming editions of the Compendia. It finds that the whole set was compiled in Beijing to parallel the policy of moving the capital from Nanjing to Beijing. It points out that the Compendia are mainly based on the works written by Yüan scholars from Huizhou prefecture, and for a number of reasons: requirement of the Yongle emperor, good circulation of books or classical commentary in late Yüan and early Ming Huizhou area, and arrangement of the editorial personnel. Finally, I analyze the editions of the Compendia published throughout the Ming dynasty to show the reception of them and to confirm its popularity in commercial publishing in the late Ming period. / By focusing on the views of scholars in the fifteenth Century who wrote their books in response to the Compendia, I show how school teachers, Confucian thinkers, and scholar-officials after the Tu-mu incident of 1449 saw the Compendia as teaching materials, vehicle for driving daoxue learning, a way to solve the problems of their times, but also subjected them to criticism, questioning and revision. / This then reveals the influence of the state-sanctioned Cheng-Zhu of Neo-Confucianism and its decline in the course of 14th and 15th centuries. The challenges the school faced in the 15th century formed the background of the marked shift to another approach of Confucian learning in the next century best represented by Wang Yangming. / Detailed summary in vernacular field only. / 朱冶. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 275-293). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Zhu Ye. / 目錄 --- p.1 / Chapter 第一章 --- 緒論 --- p.5 / Chapter 一、 --- 元代朱子學研究的回顧與展望 --- p.6 / Chapter 二、 --- 明初政治文化與《大全》研究 --- p.11 / Chapter 三、 --- 十五世紀思想史的研究路向 --- p.16 / Chapter 四、 --- 論文結構 --- p.19 / Chapter 第二章 --- 多元並競：元代南方三地朱子學的推廣與認受 --- p.21 / Chapter 第一節 --- 學術譜系的建構與強化以金華吳師道為例 --- p.22 / Chapter 一、 --- 鄉里傳統：“金華四先生“的成立 --- p.22 / Chapter 二、 --- 師友淵源：吳師道與“金華四先生“之一許謙的交往 --- p.25 / Chapter 三、 --- 求助於官：吳師道推廣金華學術的努力 --- p.31 / Chapter 四、 --- “獨得其宗：吳師道對金華學統的強烈自認 --- p.36 / Chapter 第二節 --- 學問自得與道統傳遞以江西虞集為中心 --- p.41 / Chapter 一、 --- 期為“豪傑“：虞集之師吳澄的學術面向與道學承創 --- p.42 / Chapter 二、 --- 文名之外：虞集的理學身份與學問趨向 --- p.51 / Chapter 三、 --- 誰是正學？：虞集拒絶撰寫許謙墓銘的由來及其相關問題 --- p.57 / Chapter 第三節 --- 一宗朱子與著述傳道以新安汪克寬等人為例 --- p.66 / Chapter 一、 --- 羽翼與纂釋：新安朱子學的特色及其影響 --- p.66 / Chapter 二、 --- 挫折與執著：汪克寬的為學、著述及與虞集的學術分野 --- p.80 / Chapter 三、 --- 反思與開新：朱升各經《旁注》的撰作及用意 --- p.87 / 小結 --- p.96 / Chapter 第三章 --- 君師治教：明初洪武、永樂兩朝對待宋元理學的取態 --- p.98 / Chapter 第一節 --- 學以輔政：太祖敕修《書傳會選》的用意及影響 --- p.99 / Chapter 一、 --- 太祖修訂蔡《傳》的背景及用意 --- p.100 / Chapter 二、 --- 《書傳會選》的編纂及內容特色 --- p.107 / Chapter 三、 --- 《書傳會選》的有限影響：以永樂二年的廷試對策為中心 --- p.111 / Chapter 第二節 --- 道治天下：成祖治國理念的演進以《聖學心法》為中心 --- p.114 / Chapter 一、 --- 學在皇家：成祖與帝王教育 --- p.115 / Chapter 二、 --- 治平有道：成祖與《聖學心法》 --- p.116 / Chapter 三、 --- 道在六經：成祖與三部《大全》 --- p.135 / 小結 --- p.145 / Chapter 第四章 --- 垂世立教：《大全》的編纂、取材及其流傳 --- p.147 / Chapter 第一節 --- 纂修地點與編修人員、分工特色 --- p.147 / Chapter 一、 --- 北京：纂修地的安排及用意 --- p.147 / Chapter 二、 --- 人員任用與分工 --- p.151 / Chapter 第二節 --- 《四書五經大全》的內容取材及成因 --- p.161 / Chapter 一、 --- 《大全》的體例、性質與取材的關係 --- p.163 / Chapter 二、 --- 《大全》所選書籍在明初的影響 --- p.165 / Chapter 三、 --- 人事因素與《大全》取材 --- p.172 / Chapter 第三節 --- 《大全》在明代的刊行與流傳 --- p.174 / Chapter 一、 --- 刊行歷史概說 --- p.175 / Chapter 二、 --- 校訂本 --- p.176 / Chapter 三、 --- 增補本、合刊本 --- p.177 / 小結 --- p.178 / Chapter 第五章 --- 十五世紀士人對《大全》的反應及其意義 --- p.181 / Chapter 第一節 --- 地方學官：最初的反應 --- p.181 / Chapter 一、 --- 摘取切要：彭勗及其《書傳大全通釋》 --- p.182 / Chapter 二、 --- “不可泥也：陳璲等人之意見 --- p.185 / Chapter 第二節 --- 儒者的取態：薛瑄及其《讀書錄》 --- p.187 / Chapter 一、 --- 《性理大全》：《讀書錄》的主要閱讀對象 --- p.187 / Chapter 二、 --- 《讀書錄》對《四書五經大全》的具體意見 --- p.190 / Chapter 第三節 --- “一道德與“經世：十五世紀中後期學者型官員對《大全》的修正 --- p.195 / Chapter 一、 --- 理事之道：楊守陳及其《私抄》 --- p.197 / Chapter 二、 --- 經世面向：周洪謨及其《疑辨錄》 --- p.206 / Chapter 三、 --- 以心考之：王恕及其《石渠意見》 --- p.226 / Chapter 四、 --- 輔翼之書：蔡清及其《蒙引》諸書 --- p.235 / 小結 --- p.259 / Chapter 第六章 --- 結論 --- p.261 / Chapter 附錄一： --- 《四書五經性理大全》的明代版本 --- p.266 / 參考文獻 --- p.275