The Scripture Auditorium and Common Education of the Hui Ethnic Group
Unique Aspects of Hui Education
The Hui nationality is distinctive in several ways, including its origins, distribution, and educational practices. Due to their Islamic faith, religious education has been a significant component of Hui education since the arrival of the “aboriginal guests.” Simultaneously, the Hui people primarily coexist with the Han nationality, immersing themselves in Han culture and utilizing the Chinese language. This necessitates their acceptance of Chinese common education, making it an essential aspect of their educational framework.
Intertwined Educational Systems
The two educational types—religious and common—have evolved together alongside the immigration and development of the Hui nationality. Though their prominence has varied across different periods and regions, they have consistently influenced one another. Traditional Chinese educational methods have been integrated into religious education, while the national spirit has permeated common education. This unique educational model has fostered generations of religious and secular talent, contributing to the economic and cultural advancement of the Hui community.
Scripture Auditorium Education
Scripture auditorium education, also known as “temple education” or “Huis College,” refers to the educational activities that occur within mosques. The term “scripture” pertains to Islamic texts, while “auditorium” historically refers to mosques, where these educational sessions are held.
Curriculum and Structure
- Educational Environment: Schools are located within mosques, where ahung (Islamic teachers) recruit students.
- Initial Training: Students begin by learning Arabic letters, phonetics, and fundamental Islamic knowledge.
- Advanced Studies: They then progress to a “college” level, where they study Arabic grammar, rhetoric, the Quran, and Islamic doctrines systematically.
- Duration: The typical duration of study ranges from 3 to 5 years, with the local Muslim community providing support for the students’ living needs during this period.
- Qualifications: Upon completion, students “wear the clothes and hang the curtain,” earning the qualifications of ahung.
Common Education
Common education for the Hui people traces back to the establishment of “aboriginal schools” during the Tang and Song dynasties. By the Yuan dynasty, as the Hui settled in China, they adapted to their new environment, learning Chinese, Confucianism, and other traditional aspects of Chinese culture.
Historical Development
- Yuan Dynasty: Many Hui began their official careers through the imperial examination system or by studying Han culture in private schools, academies, and the Imperial College.
- Ming Dynasty: As the Hui identity solidified, common education became more prevalent, resulting in the emergence of many scholars and writers, such as statesmen Ma Wenrui and Hai Rui, thinker Li Zhi, and poets Ding Henian, Jin Dache, and Jin Dayu.
Educational Reforms
In the late 19th and early 20th centuries, critiques of the traditional scripture auditorium education and modern ideological movements prompted Hui intellectuals to seek educational reform. They established new types of common middle and primary schools that integrated cultural knowledge with religious teachings.
Transition to Modern Education
- Creation of New Schools: This shift allowed Hui children to learn Han culture alongside Western science and advanced cultural knowledge.
- Self-Reform and Innovation: The new educational approach marked a significant turning point in the Hui’s educational history, laying the groundwork for further development.
- Post-Revolution Era: Following the founding of the People’s Republic of China, Hui education entered a new historical phase, experiencing more comprehensive development and integration into the national educational framework.
Through these educational transformations, the Hui ethnic group has maintained its unique identity while actively participating in the broader Chinese society.
