JO URNAL O F NANJ ING UNIVERS ITY (Philosophy, Humanities and Social Sciences) 3, 2008 (1890-1915) (, 100006) :,,,, ;, ; ; ;, ;,,,,, 1912 : ; ; ; ; ; ; 19 90,,,,,,,,,,,,,,,,,,,,,,, ( :, 1980 ), 5 767, (Douglas R. Reynolds), 92
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,,,,,,,,,,,,,,,,,,, ( ), 1660 1895, ; 1896, 1949, 1896 1937 40, (1896),, (1890-1915),,,,,,,,,,,,,, 9,, :,,,,,,,,,,,, :,, :, 1912 :, :, 1904, 3, (1904), (1910) 9, 320 ; (1906), ( 1914) 10, 232 ; 3 (1909) 5, 197 :, :, :, 1988, 109 :, 230 :,, :,, ( 1914) 5 95
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( ),,,,,,,, 11,,,,,,,,, (Wolfgang Franke),,,,,,,,,, 27 507, 20 10,, 20 10, 500,,,,,,,,, 18, 1903, 1915 ; 76, 1895 1914 ; 1900 1913 ;,,,, :, 275 : : 1898-1912, 129 139, : ( 1904), (1907), (1904, 1913 7 ), (1903) (1904),, 1903, 1904, 102
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( ) ABSTRACTS ary criticism and literary research. Their writings in the tradition of New Humanism belong to such literary academ ic noumenon as New Confucianists discussions about Chinese litera2 ture in traditional culture, and such literary criticism noumenon as critical writings of Gu Hongm ing and the writers of Xueheng School. Ch inese Version s of Japanese Textbooks and Ch ina s New M odern Educa tion B I Yuan The Chinese versions of Japanese textbooks p lay a significant role in the restructuring of China s knowledge system during the era of the late Q ing Dynasty and the early Republican period. Under their influence, Chinese geographical textbooks give up their focus on territo2 ry and take on " traveling style". In the same vein, history textbooks no longer p resent a dy2 nastic history, but a chronological one. These kind of translated textbooks are also widely used in the courses like sciences. Such Japanese elements even permeate in the cultivation of mental character, women education, fam ily upbringing, teacher training, etc. The trans2 lated textbooks serve as model for the Chinese to comp ile own textbooks. The Textbook Inc iden t in Korea in the Republican Per iod CHEN Hong2m in D isagreements over the rep resentation of each other in textbooks became an issue be2 tween China and Japan after the establishment of the Republic of China. These were not on2 ly confined to the two countries them selves, but also found exp ression in a third Kore2 a. Overseas Chinese schools in Korea shared the same educational objectives, curriculum and textbooks with those at home, and initially Japanese colonial authorities did not interfere in Chinese schools. However, after the Sep tember 18, 1931 Incident, which led to Japan s occupation of China s northeastern p rovinces, the Japanese colonial authorities put Chinese schools in Korea under close supervision. In 1932, a number of Chinese textbooks imported from mainland China were impounded by Japanese custom s in Korea, who declared them to be " sp reading anti2japanese ideas" and to be " injurious to public order". The Chinese Consulate General in Korea requested the Japanese colonial authorities to release the text2 books. This led to a dip lomatic dispute between China and Japan, in which China was una2 ble to p revail over the local Japanese authorities in Korea. The incident p layed its part in the increasingly strained nature of Sino2Japanese relations in the early 1930 s. M ing Cur ios : A Cultura l and Aesthetic Cr itic ism WU Gong2zheng Being a landmark in the dynastic history and history of aesthetics, appreciation and enjoy2 ment of curios in the Ming Dynasty should be a cultural and aesthetic phenomenon with its u2 niqueness. Though it is, historically speaking, a continuation of the same culture in the Song Dynasty, it could be a result from the social changes of the time, thus p roviding a perspective on the superfluously p rosperousm ing society. In this social phenomenon, it is evidently p roved that people in M ing society enjoy life and arts but are short of vitality, originality and human concern. This partly exp lains why China at that time stands still and lags behind. 144