周代世子及國子之教育養成——以三《禮》為中心

Abstract

在周代政教合一的時世中，基於宗法制度的建構，王大子、王子、群后之大子、卿、大夫、元士之嫡子——世子及國子，由於身分特殊，他們身為王朝、邦國的接班人，今日之子弟，即他日之公卿，故其所受之教育，以及積浸培養長大成人的方式，無疑是受到重視的。藉由三《禮》，可見相關記載：學習歷程方面，以冠禮成人前後，區分為小學、大學；師傅方面，自呱呱墜地先有女師，後又有師保之教，乃至大子有三公三少之輔佐；學習內容方面：從教孝修德到進退威儀，自詩、歌、舞、器樂至搬演六代樂舞，由禮節細儀達至冠、婚、喪、祭、鄉、射、朝、聘，無一不是周代世子及國子，應該嫻熟於心、遵奉其義、彰顯於行者。此外，透過《左傳》、《國語》諸史籍，也能一覽世子及國子學習禮樂之常以後，如何在現實生活中恪守禮樂之義，必要時則通權達變。同時也反省三《禮》建構的世子、國子教育養成制度，如何綱紀政教傳承，維繫禮樂征伐之所出。

In the era of the unity of politics and religion in the Zhou Dynasty, based on a patriarchal system, the first son of the king, princes, the ministers, the counselors, and the legitimate son of the Yuan scholars, for the crown prince and the sons of the State, are considered the successors of the dynasty’s ruling class because of their special status, as these children of today will someday become the ministers of other days; thus, their upbringing and education are undoubtedly of utmost importance to the entire nation. Through the Three Rituals, as revealed in the relevant records in terms of their learning, it was divided into primary and grand school, respectively before and after the crown rite of passage. As for the choice of masters, first, at the time of birth, female teachers were assigned before they began learning under the guide of royal teachers, with the eldest son further received three council masters and three associate masters, where they would learn first about filial piety and morality, and advanced to the manner of advancing and retreating and dignity, as well as poetry, music, dance, and instruments, to performing six generations of music and dance, not to mention the learning of etiquettes for caping, wedding, funeral, sacrificial ritual, township gathering, shooting, court behavior and engagement, all of them were to be remembered and became skillful by their heart to obey righteousness and be a practitioner of these arts. In addition, through historical records such as Zuo Zhuan and Guoyu, it is also possible to provide a glimpse into how the crown prince and the sons of State learned the etiquettes and music to truly reflect in ritual and music in real life, adhering to these principles and only made informed changes if absolutely necessary. At the same time, it also reflects on how the education system of cultivating the crown prince and the sons of State, based on the three Rituals, guide them in inheriting politics and religion, maintaining regulation of ritual and music, and launching of punitive expeditions.