著者

荒川 紘

出版者

静岡大学人文学部

雑誌

人文論集 (ISSN:02872013)

巻号頁・発行日

vol.55, no.1, pp.1-32, 2004-07-30

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Confucian learning gradually became influential with the beginning of the Edo period, and the Zhu Xi (Chu Hsi) school in particular gained the support of the Tokugawa shogunate. Hayashi Razan, a scholar of the Zhu Xi, served as an adviser to Tokugawa leyasu. In 1630 Hayasi Razan founded a private school at Edo which grew into the official Confucian university (Shoheizaka gakumonjo) under its hereditary leadership. Many of the daimyo founded the domain schools (hanko). These schools were usually the center for the education and the veneration of Confucius in the domains. The majority of the staff were Confucian scholars, and the curriculum places great weight on the study of Confucian texts. The ideal society of Confucianism was in many respects congruent with the feudal order of Tokugawa Japan. It offered a legitimation to the shougunete and the daimyo for their hegemony. In addition to these formal education for samurai, there were a lot of private schools (shijuku) where the teacher's own houses were used as the classroom, and pupils came from all parats of country and all social classes. Private schools produced some new thoughts, for example, school of ancient learning (kogakuha), Ansai school (Ansaigakuha) and Mito school (Mito gakuha). Among these Confucian teachers emerged the assertion advocating rebellion against the Tokugawa shougunate. Thus Confucianism contains both of conservatism and revolution. First, this essay outlines a history of the Confucian education in Japan. Second, we throw light on the significance of the Confucian learning of the Edo period, examining the characteristics of the various schools. Finally, Fukuzawa Yukichi and Nakae Chomin are discussed from a view-point of the Confucian learning.