2011年中国羌学研究述评

2011年,我国羌学研究成果主要体现出以下的特点：重视对羌学研究中重要理论问题的研究、重视基础研究与对策研究相结合、重视历史感与现实感的统一、突出羌文化的研究与其他问题的研究并重等。同时也存在着一些不足：对羌学研究中微观研究较多,宏观研究较少;对羌学中的文化、宗教、艺术研究较多,对羌学中的文学、法律、历史研究较少等不足之处。     

2015年中国羌学研究评述

2015年是我国"十二五"规划的收官之年,学术界对羌学研究的热情依然如故,反映在研究成果增多、研究质量提高、研究手段丰富、研究领域全面等.但是,2015年中国羌学研究的"冷"、"热"点与2014年相比较,并没有发生大的变化:"热"点主要在于关注羌族地区经济、文化、艺术、教育等贴近民众生活和社会发展领域的研究;"冷"点主要在于对羌文学、法律、医药、体质与心理等方面的研究成果较少.另外,2015年的中国羌学研究中仍然存在部分论文质量较差、低水平重复研究等突出的问题.     

2014年中国羌学研究述评

2014年,我国学术界对羌学的研究热情不减、研究成果增多、研究质量有所提高,特别关注羌族及羌族地区经济、文化、艺术、教育等贴近民众生活和社会发展领域的研究;刊载研究成果的学术刊物以四川为中心的西部地区为主体,兼有全国其他地区零星的学术刊物,说明反映羌学研究成果的载体增多;研究方法上注重了对羌学研究中的微观研究、中观研究、宏观研究三者相结合,新的研究手段与方法得到运用;研究的薄弱节点与2013年相比较,没有发生大的变化,主要反映在对文学、法律、医药、体质与心理等方面的研究成果较少、部分论文质量较差、低水平重复研究等问题仍然较为突出。     

2013年中国羌学研究述评

2013年,我国的羌学研究与2012年相比较成果丰硕,反映了我国学术界对羌学研究持续升温,具体表现在研究成果增多、老专家研究热情不减、中青年学者成果增多。研究成果的载体仍然以西部的学术期刊为主;研究内容以羌族经济、教育、艺术、历史、文化、宗教等贴近民众生活和社会发展领域为主。但是,2013年的羌学研究中,仍然存在部分论文质量较差、低水平重复研究等不足之处。     

甘南郎木寺"羌姆"考察

甘南郎木寺乡赛赤寺法会中的宗教乐舞"羌姆",以往的文献记载及研究十分有限.为了填补郎木寺"羌姆"研究之空白,我们深入该地区,对"羌姆"宗教仪礼乐舞的整体结构、艺术特征、社会功能及文化内涵等方面进行客观记录并进行本体性理论探讨,以便进一步认识和保护这一既具有悠久历史文化传统,又具有独特审美价值的艺术.     

羌学研究散论——在羌学研究中心2014年学术年会上的讲话

本文首先回顾了我国第一本民族史——《羌族史》一书的撰写起因及背景,在《羌族史》成书的背后,既有胡鉴民、冯汉骥、葛维汉等中外专家杰出研究成果作为基础,又有徐中舒先生的支持和期盼,更有特定历史时期,羌学研究者的忧患责任意识。北川羌族自治县的建立催生了四川大禹学会,大禹学会成立十余年,对全球大禹文化资源进行了最为全面的收集和研究,提出了禹羌文化的研究课题。而汶川大地震后,羌族地区灾后重建所激发的一系列新的社会现象和发展机遇,极大地扩展了羌学研究的领域,有待学界更深入的研究和探讨。     

羌族传统文化生态可持续发展的困境与对策研究

在全球化、现代化和城市化浪潮席卷下,尤其是“5?12”地震后羌区自然环境和社会环境的变迁使得羌族传统文化生态遭受极大的冲击,面临着文化空间退化、特色文化资源流失及利用不足、传统村寨凋敝、包括羌语、羌族传统音乐在内的非物质文化遗产濒危趋势加速以及现代语境下的羌族城乡社区传统文化生态亟待恢复和重建等问题。基于文化的多元共生、少数民族传统文化的狭义传承和广义传承以及格兰特濒危音乐评估框架等理论视角,在分析羌族传统文化生态可持续发展面临的问题的基础上文章提出了六个方面的对策：维护羌族传统村寨的传统文化生态;恢复和重建现代语境下的羌族城乡社区传统文化生态、构建和完善羌区城乡特殊公共文化服务体系、恢复和拓展羌族传统文化的社会功能、借助新媒体运用创新性思维和手段保护传承羌族传统文化、建立羌学研究学术共同体及其与社区的互惠和回馈机制。     

“理论与方法:羌学研究中心2013年学术年会暨灾难人类学成都论坛”纪要

2013年10月26日,由四川省哲学社会科学重点研究基地羌学研究中心筹办的＂理论与方法：羌学研究中心2013年学术年会暨灾难人类学成都论坛＂在成都召开,本次会议同时也是中国人类学民族学2013年年会的分会场之一。研讨会围绕＂理论与方法＂的主题,探讨如何在借鉴其他人文社会科学及西方经验的基础之上,提高羌学及灾难人类学的整体研究水平。     

苗、汉中学生人格特征比较研究

<正> 一、研究目的 我国是一个有五十多个民族的多民族国家,每个民族都有各自的历史渊源、文化背景、风俗习惯等,这些都直接影响一个民族的人格形成,使各民族具有独特的人格特征。苗族是我国人数较多的少数民族之一,在我国的政治、经济、文化等方面占有重要地位。但迄今为止,关于苗族人格特点的研究较少,本文旨在通过对苗、汉中学生人格特征进行     

游艺文化视角下藏羌锅庄融入高校公共艺术教育课程的可行性探究

本文从游艺文化视角切入,将游艺文化古朴的形态、艺术的语言与乐生的旨归特色与藏羌锅庄相结合,探讨藏羌锅庄作为高校公共艺术教育课程的可行性,以期起到丰富审美经验、提升审美趣味、促进身心和谐发展的美感教育目的。     

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.     

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.     

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.     

羌族口头传统的灾后境遇及思考

羌族口头传统的口头传统遗留较为完整,在灾后重建中获得了有效的保护与传承,同时呈现出传统文化生态恶化、释比减少、羌语濒危等诸多危机,文化展演、释比城镇传承成为羌族口头传统的新特点。坚持保护优先原则,尊重传承主体,达成政府、学者、民众、企业等多元力量的有效整合是传承口头传统的决定性因素。     

邛崃异地安置区羌族民众饮食文化变迁研究

＂5.12＂汶川地震后,龙溪乡部分羌族居民因地震中生存空间遭受巨大破坏而搬迁至邛崃市南宝山安置区,面对震前与震后迥异生存空间所引起的居民生活的改变,笔者试图以羌民社会生活中饮食的变化为研究对象来解释饮食文化背后社会互动因子的改变,揭示羌族异地安置区身为＂小传统＂社会在现代化、工业化、全球化的时代背景下,作为社会有机体的一部分如何去适应社会改变,同时实现民族传统文化的传承与民族认同。     

2012年中国民族法学研究述评

2012年中国民族法学研究成果颇丰。其中,论文约有320余篇,比2011年增加了100余篇。这些研究在内容上有以下特点：一是内容较为全面,其中,民族习惯法、民族司法的研究比往年增多,民族政治权利成为年度重要话题;二是内容上的交叉研究增多;三是出现了一些综述性、反思性研究成果;四是关注了一些热点事件和话题;五是应用性研究成果较多。这些研究在方法上有以下特点：一是研究视角的多元化,协商民主成为年度新话题;二是注重实证研究;三是注重比较研究。在全面梳理的基础上,笔者根据研究内容所涉及的民族法学基本理论、民族权利保护、民族区域自治、民族法制建设、民族习惯法、民族法制史、民族司法等方面分别对其主要成果进行了介绍与评价,在辨别良莠、展示精华的同时,为不断繁荣中国民族法学提供可借鉴的年度综合性史料。     

远古时代的西羌部族与关陇文化

关陇地区以老官台和大地湾为代表的前仰韶时代文化,共同催生了陕甘地区的仰韶文化,这一文化就是炎帝西羌集团的遗存。从距今6000年前后起,炎帝西羌集团一些支族开始向四方迁徙。其中,一支向东北迁往山西汾河与晋冀桑干河流域,与黄帝部族融合后又返回中原,形成炎黄集团;一支迁往西北甘青地区,与当地土著融合,产生了马家窑文化。炎帝部族留在关中故地的又与此后回流的部分炎黄族民构成姜炎部族。本文结合考古材料和文献记载,对夏商时代关中的姜炎文化和先周文化、陇右的姜羌文化和羌戎文化的来源、演化,及其与关陇部族的分合流变进行了探讨。     

对口援建与羌族文化重建——以山东援建北川为例

羌族地区的灾后文化重建是在国家的统筹下,在受灾地区民众的诉求基础上,在社会各界呼吁保护羌族传统文化的舆论中,通过援建省市的具体实施而实现的。作为援建方的山东,一方面根据国家的相关意见、条例、方案的文化保护、文化重建规定进行援建;另一方面,他们又根据自身对羌族文化的认识和理解以及当时、当地的实际情况,进行了文化的援建与重建工作。在承认羌族地区文化重建取得巨大成就的同时,还应当看到文化重建中政府意志与学者呼声的疏离,援建后的北川羌族传统文化呈现出同质化、一体化、文化符号泛化等问题。