Collective remembering of Confucianism in Chinese language textbooks

IF 2.8 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY
Tian Xie, Shuang Chen, Dong Wang, James H. Liu
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引用次数: 5

Abstract

This study focuses on the collective remembering of an ancient system of meaning, examining content and changes in the construction of Confucianism in Chinese textbooks. The data consists of 84 editions of Chinese language teaching textbooks published by the People’s Education Press from 1949 to 2019. Content analysis shows that Confucianism is and was barely represented in this corpus. Thematic analysis shows that: (i) Only Confucius and Mencius were recognized as Confucian masters. (ii) Representations of Confucianism in the textbooks come from The Analects, Mencius, The Book of Rites, and The Book of Poetry, all of which are more than 2000 years old. (iii) Except for the 1970s, Confucianism was represented in a positive or at least neutral way. (iv) Confucianism is represented in a distant, abstract, decontextualized, and apolitical way, disconnected from students’ daily life. This gives insight into how a core representation stripped of its peripheral elements can lose meaning, and lose its normative influence on behavior. Contributions to collective memory, and implications for how to edit Chinese language textbooks to be more engaging are discussed.
语文教材中儒家思想的集体记忆
本研究的重点是集体记忆一个古老的意义体系,考察中国教科书中儒家思想的内容和建构变化。该数据由人民教育出版社1949年至2019年出版的84版语文教学教材组成。内容分析表明,儒家思想在这一语料库中几乎没有代表性。主位分析表明:(一)只有孔子和孟子被公认为儒家大师。(ii)儒家思想在教科书中的代表来自《论语》、《孟子》、《礼记》和《诗经》,它们都有2000多年的历史。(iii)除1970年代外,儒家思想以积极或至少中立的方式表现。(iv)儒家思想以一种遥远、抽象、去文本化和非政治化的方式表现,与学生的日常生活脱节。这让我们深入了解了一个核心表征如果去掉其外围元素,会如何失去意义,并失去其对行为的规范影响。讨论了对集体记忆的贡献,以及如何编辑汉语教材以使其更具吸引力的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Pacific Rim Psychology
Journal of Pacific Rim Psychology PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
4.00
自引率
0.00%
发文量
12
审稿时长
20 weeks
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