地域研究:外部认知与主体性强调——以藏羌彝走廊为例

藏羌彝走廊的认知经历过封建王朝的"权力中心主义"以及"文化中心主义",也经历了1858年《天津条约》签订后,蜂拥而来的传教士的近代医疗、教育知识的洗礼。实质性的走廊的外部认知也拜陶然士(T.Torrance)、葛维汉(D.C.Graham)二人之力,华西边疆研究学会(West China Border Research Society)也建功至伟。随着接受过西方社会科学教育的中国学者的跟进,20世纪40年代走廊的地理空间及内部文化实质已有基本呈现。1978年后费孝通先生的"藏彝走廊"概念的提出,走廊研究再得活力。综合学科研究视角的提倡,也正好应对走廊的历史以及现状。在今后的走廊研究中,走廊中诸民族住民的主体性应该得到强调。     

羌族宗教信仰与藏文化的关系考察研究

岷江上游羌族宗教信仰是多元混杂的,导致这种现象的产生,既有历史的因素,又有现实的因素.历史的因素可追溯到古羌人时代,从那里我们可寻羌族宗教信仰之渊源的一些踪迹;现实的因素可从羌族地处藏彝走廊,受汉藏文化影响的现状中去采撷一些实际的表现.本文拟就羌族原始宗教信仰中的藏文化因子,羌族天神信仰与藏族民间宗教信仰的渊源,羌族和藏族有关人类起源传说的相似与区分,羌族原始宗教信仰与佛教文化的糅合等方面对羌族宗教信仰与藏文化的关系作一较为深入的考察分析.     

藏彝民族走廊与茶马古道

我国民族学界提出的藏彝民族走廊，大体包括北自甘肃南部、青海东部，向南经过四川西部、西藏东部、云南西部以及缅甸北部、印度东北部这一狭长地带。①从古至今，藏彝民族走廊主要是汉藏语系藏缅语族活动的舞台，尤其是西藏、四川和云南三省区毗邻区域，古代氏羌族群自北向南的迁徙与这一区域藏缅语族各民族的形成之间存在着极为密切的关系。比如在云南25个少数民族中，有13个属于藏缅语族，至今仍大多居住在与西藏、四1收p近的西北部地区。近几十年来，诸多学者对藏彝民族走廊进行了多方面的研究。关于条马古道，我在《滇藏茶马古道论略》…     

高志英的《藏彝走廊西部边缘民族关系与民族文化变迁研究》出版

作为民族历史—地理概念,"藏彝走廊"是1980年前后费孝通在经过多年对以往民族史和民族学研究进行总结和反思之后提出来的。该研究著述所涉区域处于费孝通所指"藏彝走廊"的中南段,其地理行政区域在当下属滇西北三州一市地区。作者通过对藏彝走廊中南段的滇西北民族(族群)开展历时和共时的历史人类学研究,努力向     

卷首语

近年来,藏彝走廊地区独特的民族文化现象日益受到学术界的重视与关注。该区域中民族文化的多样性、复杂性以及由于频繁的民族互动与文化交融所造成的民族边界的模糊性等现象均具有极高的民族学、人类学及民族史研究价值。费孝通先生之所以将之称作"藏彝走廊",很大程度还因为藏族与彝族是今天此走廊中分布地域最广、人口数量最多的两个代表性的民族。故而,藏族及其文化在藏彝     

藏彝走廊多民族音乐交流交融下的文化共享与认同——以藏族扎木聂与彝族月琴为例

藏彝走廊保存了极为丰富的多民族音乐资源。多民族音乐的产生和发展是历史上各民族长期交往交流交融的必然结果,呈现了“中华民族多元一体格局”的历史必然性和客观实在性。藏彝走廊多民族音乐以多样性、包容性、互动性、流动性等特质成为族群音乐文化的内核之一,呈现出族群、跨族群传播的音乐共享现象。极强的音乐传播力促进了族群之间的文化认同,以此成为各民族交流互动“美美与共”的文化纽带,作为共创共享的音乐文化,其发展蕴含着“你中有我,我中有你”的文化逻辑。藏族扎木聂与彝族月琴在藏彝走廊整个音乐文化中是具有代表性、标示性的弹拨乐器之一,在很大程度上促进了藏、彝民族文化认同,增强了族群心理共构关系,发挥了重要的精神调节功能。本文打破民族、地区、乐器、乐曲的藩篱,以中华民族音乐发展的历史视野和中华民族音乐交流交融的民族视野来研究藏彝走廊多民族音乐,这对提升民族音乐的发展力、感染力和传播力等都具有重要的启示性意义。     

藏彝民族走廊与西亚文化

藏彝民族走廊是费孝通先生根据民族学界多年来的研究提出的一个新的民族学概念 ,其大体包括北自甘肃南部、青海东部 ,向南经过四川西部、西藏东部、云南西部以及缅甸北部、印度东北部这一狭长地带。① 无论是从历史和地理的角度 ,还是从民族、语言的视角来看 ,藏彝民族走廊的情况都相当复杂。直到现在 ,这一地区对许多研究民族史、民族学、民族语言的人来说仍是一个没有完全解开的谜。“对民族走廊的研究 ,不仅对于民族学、民族史上的许多问题的解决有所助益 ,而且对于该民族当前的发展亦有现实的意义。”②除了中亚及我国北方草原文化以外 …     

微言

@月光老人：四川省把改善农牧民群众生产生活条件和增加收入作为民族地区发展的基本任务,计划每年投入2亿元．用于缩小民族地区医疗卫生事业与内地的差距。并将加强保护工作,打造以“藏羌彝文化走廊”为核心的民族文化产业带。     

关于“藏边社会”的思考

作者认为“藏边社会”的内涵丰富,涉及甘青川滇藏区、藏羌彝走廊、西北民族走廊以及喜马拉雅山南麓地区诸领域的研究.这些地区的社会发展具有一些自己的特点.历史上这些地区有过民族团结互助共同和睦生活的时期,而且民族之间的团结互助给各方都带来过重大利益,不过也有过民族之间矛盾冲突甚至兵戎相见的惨痛教训.在当前形势下,如何做好“藏边社会”的精神文明建设和经济建设,实现各民族互相团结、共同进步,是研究这一地区的民族学、社会学和藏学研究者的一个共同的重大课题.     

藏彝走廊中藏文化的影响与辐射

在文化分区的基础上,以宗教信仰为切入点,横向比较了藏文化在藏彝走廊各文化分区的具体表现和影响,并分析其影响藏彝走廊民族与文化格局的主要特点,指出藏文化在藏彝走廊具有跨民族或族群,乃至跨语支传播的总体趋向,存在着层次性和区域性的差异。不同民族或族群在将藏传佛教因素有机地融入本土宗教信仰中的同时,仍从宗教职业者构成、本土语言和宗教观念等层面坚守本土的宗教信仰。     

"祁连小月氏"族源新探

在"单一族源"论的影响下,历来史家都将战国秦汉间曾活动于河西走廊地区月氏及"祁连小月氏"视为同源民族.不过中外历史文献与实物资料表明,河西走廊地区月氏本由突厥、乌孙和羌所组成的一族三源民族."祁连小月氏"虽曾是河西走廊月氏的一部分,但其并不与西迁西域的大月氏同源于突厥族,而实际上则源于羌族.     

“走廊”与“通道”:中国西南区域研究的人类学再构思

中国西南的人类学研究有着深厚的区域研究传统。改革开放之后,西南研究陆续出现了＂区域模式＂、＂族群模式＂和＂跨境模式＂三种研究范式。其中＂区域模式＂更贴近于社会历史现实,具有强烈的学科问题意识。至二十一世纪,基于历史上民族的源流考察与走势判断,兴起了诸如西南丝绸之路、茶马古道、滇黔驿道、进藏公路等＂通道＂研究。这种基于＂走廊＂学说和＂通道＂研究而展开的＂区域模式＂,将交互性和流动性作为研究之重点,来深入地阐释形塑西南中国社会人文特质的关系结构,将有利于中国人类学获得更符合中国历史文化经验的世界图式,也有助于具体研究者获得真正的文化自觉和认知主体性。人类学的中国西南研究只有基于＂区域性＂的大视野来展开,在一种关系格局中来寻找西南研究的问题意识,才能摆脱＂民族性＂的现代叙事,并对＂民族认同＂这样的问题有所超越,最终回归到当地的社会历史现实和人文形态特质来深化对中国西南的认识把握,从而在学理上展开一些更为深入的对话。     

学校教育中传承民族文化存在的问题及对策——以北川羌族自治县的学校教育为例

The Qiang are one of the most ancient ethnic groups in China, and their rich cul-ture is an important part of Chinese culture. Bei-chuan Qiang Autonomous County, in Sichuan province, is a unique Qiang Autonomous County in China, which has an exceptional foundation for transmitting Qiang ethnic culture through school education. However, the county’s transmission of Qiang ethnic culture through school education still faces some problems, such as lack of educational investment, poor teacher resources, lack of ethnic cultural inheritors, and students’ lack of ethnic self-confidence. In view of series dilemmas faced by Beichuan Qiang Autonomous County in trans-mitting Qiang ethnic culture through school educa-tion, this article proposes the following suggestions based on our investigations:1 . Increase the investment in school educa-tion In view of the lack of educational investment, we suggest the following measure be adopted: 1 ) increase educational investment from various levels of the government, especially increasing special in-vestment in transmitting Qiang ethnic culture through school education;2 ) raise funds from the public;3 ) have the schools engage in their own fundraising, and 5 ) make efforts to get foreign aid. 2 . Strengthen the investment in improving teacher resources In view of the problem of poor teacher re-sources, we suggest the following measures: 1 ) strengthen policy support from the national level, and solve the problem of poor teacher resources through training teachers in universities for nation-alities. 2 ) invite Qiang cultural inheritors to be teachers; 3 ) strengthen the technical training of the school teachers, and improve the teachers’ skills;4) add more teacher positions, and improve the treatment of teachers;5 ) encourage teachers to devote their life to the education and inheritance of Qiang culture. 3 . To promote the motivation for studying eth-nic culture In view of the students’ lack of motivation for studying ethnic culture, and the lack of people who go on to inherit the ethnic cultural heritage, we suggest the following: 1 ) Beichuan Autonomous County should help the young Qiang people to be locally employed through developing ethnic econo-mies, and to inherit ethnic culture via developing tourism with ethnic characteristics. 2) Family edu-cation should be closely connected with school edu-cation;3 ) to include an exam on Qiang ethic cul-ture in school entrance examinations in order to re-flect the importance of ethnic culture study;4 ) to add some ethnic culture courses in schools for na-tionalities. 4 . To strengthen the ethnic pride and confi-dence of Qiang students In view of the issue of Qiang students’ lack of ethnic confidence and pride, we suggest the follow-ing:1 ) open Qiang language courses in schools in Qiang areas; 2 ) enlarge the usage range of the Qiang language; 3 ) help students to understand the charm of Qiang culture, and let them feel eth-nic pride. 5 . To standardize and promote a common Qiang language In view of the issue that Qiang have no written language, their spoken language is too complicat-ed, and there are too many dialects, we suggest that the National Languages and Scripts Work Committee should work with Qiang scholars and ex-perts to create a basic dialect of the Qiang-a com-mon Qiang language, which should be promoted in school education, just like mandarin Chinese in school education.     

现代文明背景下的传统文化传承——以“羌族文化进校园”活动在四川汶川县的实践为例

Modernization and globalization have already become the central themes of contem-porary China. As the carriers of traditional ethnic culture, ethnic minority villages and families have inevitably been involved in this development trend. After school-aged children in ethnic minority fami-lies enter schools, they are separated from their o-riginal cultural environment; meanwhile, the school curriculum is entirely based on the modern western education system. As a result, traditional culture inheritance among contemporary China’s younger generations has been facing unprecedented challenges and crises. The project of ‘Ethnic Culture Entering School Activities’ , which has been implemented in some ethnic minority regions in recent years, can be considered as a beneficial effort to realize the live transmission of ethnic intangible culture by means of school education. ‘Ethnic Culture Ente-ring School Activities ’ , was first initiated in Guizhou province, and later was gradually expand-ed to Yunnan, Guangxi, Hunan, and other prov-inces that have a number of ethnic minorities. Al-though Sichuan province is home to many Tibetan, Qiang , and Yi peoples, this project was implemen-ted in Sichuan very late, thus there is little rele-vant research. Based on the investigations on the status of ‘Qiang Culture entering School Activi-ties’ at three schools in Sichuan’s Wenchuan coun-ty, this article summarizes the characteristics and existing problems in different schools for the trans-mission of ethnic culture so as to provide a reliable reference for related projects in the future. With a survey analysis, the author discovers that ‘Qiang Culture entering School Activities’ at these three schools show differences in terms of the richness of course design, the awareness of its im-portance, and implementation effect; meanwhile, those exiting problems not only reveal the perva-siveness of this project throughout southwest Chi-na, but also show the individual particularities caused by geographical location, school level, and main tasks. Moreover, when investigating these is-sues more deeply, four ‘hidden’ features can be summarized as follows:First, there are structural differences between ordinary elementary and middle schools and voca-tional schools. Vocational schools emphasize more on the transmission of ethnic cultures. Second, the traditional culture of local ethnic minorities has been inherited more naturally in the marginal regions than those more urbanized re-gions. Third, although they are all recognized as in-tangible heritage, different types of traditional cul-ture have an unequal development. The performing type such as singing and dancing shows the most superior transmission ability in ethnic culture; the second superior type is traditional handicraft while ethnic language is obviously the most difficult one in terms of the transmission of ethnic culture. Fourth, the ‘Ethnic Culture Entering School Activities ’ project in different ethnic minority groups has the unbalanced development even in the same region. In the Aba Tibetan and Qiang Auton-omous Prefecture, the Qiang elites generally com-plain that their minority groups have received far less favorable national preferential policies and are viewed with less importance than Tibetan people. The compiling of Tibetan textbooks, Tibetan lan-guage curriculum, and bilingual examination sys-tem are more conducive to the transmission of Ti-betan culture. Concerning the above mentioned problems, this article puts forward the following suggestions:first, the relevant administration should further in-crease the capital investment, and promote the training of teaching staff and school-based text-books;second, local education departments should set up an efficient assessment and incentive mecha-nism, and promote the formation of a social envi-ronment wherein ethnic cultural study has useful applications;finally, schools in ethnic minority re-gions should strengthen cooperation and exchanges among themselves, and build connections with rel-evant education administrations and research insti-tutions. The fundamental difficulty in implementing the ‘Ethnic Culture Entering School Activities ’ project lies in the fact that traditional culture has not been included in the examination content of the modern education system. Therefore, in the ele-mentary and middle school education, the primary goal is to increase the enrollment rate of students, while the transmission of traditional culture is noth-ing more than a slogan. In order to achieve the goal of integrating traditional ethnic culture into the modern education system, we must rely on the co-operation among education administrations, schools, families, and society as a whole, and constantly improve corresponding assessment and incentive mechanisms, thus jointly creating a so-cial environment that ethnic culture has useful ap-plications. Meanwhile, intangible cultural carri-ers, intellectuals who desire to disseminate their ethnic culture, and the parents of the students should all be encouraged to participate; by doing so, we can accelerate the spread of ethnic culture into local schools step by step.     

羌族医药的生存状况及发展前景分析

羌族地区的中草药资源是羌民族区域经济中的一个潜在优势,羌族人民在与疾病作斗争中,经过长期实践,积累了丰富的诊病治病临床经验,有独具特色的羌医羌药。羌族医药虽散见于民间,在羌民族种族延续中起到了十分重要的作用。然而,羌族医药必须加大投入,走产业化道路,并依托医药资源发展当地旅游产业,促进羌医药文化的传承,这些措施对羌医药的可持续发展以及发扬羌医药文化都有着十分积极的意义。     

广西民族关系史研究述评

广西民族关系史研究的学术史虽然记忆甚少,但仍有回顾的价值,更有述评的必要。本文从广西民族关系整体评估研究、广西古代民族关系研究、广西近现代民族关系研究、广西当代民族关系研究四个方面述评了广西民族关系史研究的现状,认为广西民族关系史研究的学术价值重大,但纵观广西民族关系史研究的学术史,总体印象是作者队伍弱,学术成果少,学术水平低,与"国家样本"的实际价值极不匹配。因此,必须大大加强对广西民族关系史的研究,为中国民族关系的发展,为中国民族的团结,为中华民族的复兴,提供有价值、有份量、有水平的学术成果,这应该是我们这一代广西民族研究工作者的历史责任和义不容辞的历史任务。     

从“美”字原始意识探寻羌族民间艺术的审美渊源

深入分析“美”、“羊”、“羌”等字的原始意义及其与羌民族文化起源的关系,并从陈良运先生的“美”字的原初审美观念(即性美说)中寻求羌族对华夏文化的“美”形成的影响,进而从羌族阴阳观、和谐观的哲学思想来探讨其对民间艺术的审美影响.     

“武陵民族区”命名的价值取向及其意义——《李绍明民族学文选》巴文化研究的反思

武陵民族区概念的学术命名,是李绍明先生五十年西南民族学/人类学"理论与实践统一",运用历史方法的重要基础理论成果之一.重提《李绍明民族学文选》、解读"巴文化研究与地域文化"学理认识涉及到的历史方法学术关联.参考"武陵民族区"概念学术命名的价值取向,从武陵地域文化的民族学/人类学问题研究切入,可能寻找到创新问题原点;而"武陵民族区"作为一个特定的民族学/人类学概念学术命名的,服务于国家区域发展战略的核心价值取向,对于打开新世纪巴文化学术研究的新局面可能更有启发性.     

两汉前羌族迁徙论

本文依据史料论证了羌族由三苗分离出来后，从原居地——长江中游的洞庭湖一带——向北、西北迁徙的历史过程，以及这种迁徙对其民族和民族文化的影响。文章还对《后汉书》所述“三危”的位置进行了考证。