The Studies Of Academies In The English World

The studies of academies in the English world set a combination between social history and intellectual history, academic history and cultural history, as well as special topic and case study in the approach of research. Through the introduction of oversea sinological research theories, it presents and analyzes the writings on English academy research to show to the readers about the general situation of the academy research by English-speaking countries. The highlights and drawbacks of the academy research by English-speaking countries are indicated along with directions for an international approach on academy research.The focal point of the study is on the exploration and interpretation on the academy by sinologists in English-speaking countries, and their perspectives will also be included to showcase the scholastic features and the characteristics of academic internationalization. Through the research on specific categories, the research frame of English World is studied on a large scale, so as to demonstrate its featured research on academy society, thoughts, culture, education and architecture. A case-by-case approach ensures that the academy research by English-speaking countries is highlighted in details, and the diversity and cross-culture characteristics found in the research play a role in further studying the meaningfulness of research on oversea academies.It studies the philosophic interpretations on academy by English-speaking countries. By combining the features of time with academic idea, discussions are made on various academy establishments, teaching activities and worship ceremonies by different schools as early as Southern Song dynasty, including Kao Ting, Ci Hu, Jie Zhai, Ding Chuan, Guang Ping, Dong Lin and Qian Jia. Among them, Dong Lin Academy and Dong Lin School, Neo-Confucianism Academy and Kao Ting School play a big part in the research on academies in the English world. Therefore, we can understand the academic idea in its research-a process of changing the study subjects from elite scholars to the research on social history, and the research is mainly based on the method of “external approach”.English-speaking countries give an interpretation to academies from the perspective of social-cultural history, and new characteristics of academy system are further studied from the aspect of academy courses, management planning and types of academies, etc. Sinologists explained the conflict of holy land between academies, Buddism and Taoism, explored the continuation of orthodox culture by academies and analyzed the ties between academies and scholars, as well as the relationships between academy urbanization and social mobility. This is a main topic for the scholars of English-speaking countries, and it is also the one with the most prominent academic values in the research. By introducing the academy research from a new cultural history perspective, an apparent western style is reflected to highlight the mutual learning and improvement in research view, mode and methodology for oversea academy research and Chinese traditional academy research.English-speaking countries’ research on academy education system reflects the diversified features of the research. Scholars from English-speaking countries objectively analyzed the relationship between imperial examinations, official education and academies. When official education became the system to meet the needs of imperial examinations, academies gradually appeared in history. Therefore, many topics become popular among sinologists: Is academy and official education complementary or contradictory to each other? Does the general education of academies belong to a liberal education? How should the academy solve the problems caused by imperial examinations? Sinologists also practiced the academy teaching method themselves, so as to allow academies play a bigger role in the modern culture and education as a teaching institution.The internationalization of English-speaking countries’ academy research can also be shown in terms of the study on academy’s architecture system: the location, landscape, garden, style and structural art are all discussed. The elaboration on the academy’s landscape architecture reflects the spirit of Neo-Confucianism education, the nature landscape of academies in Yuan dynasty shows the Chinese culture’s memory and academic idea of Neo-Confucianism and the academy’s construction landscape expresses its academic idea and social culture. On the other hand, by studying the location, landscape and garden plants of Korean academies, their process of internationalization is facilitated.It takes cases from Linda Walton, John Meskill, Steven Miles and Barry Keenan to discuss new approach and perspective for the academy research by English-speaking countries, as well as the features of cross-culture research between China and the western world. Regarding this topic, English-speaking countries are still at a very initial stage and previous research were based on limited information, so there are few research results and domestically there no specific research or discussion for this topic. It is not a good option to blindly accept or deny such cross-culture research, rather, we must find out its highlights and drawbacks. And next we should base our research on “Chinese characteristics” to expand the research area, deepen the topic significance and enhance our method, so as to create a brand new mode for cross-culture academy research.