requestId:6851862c5e18a3.95737883.
Education and the World: A Study of Jiujiang School—About the Works of Simplified Contemplation as the Middle
Author: Li Chen (Department of Philosophy, Shenzhen Institute of Humanities)
Source: “History of Chinese Philosophy” 2022 Issue 4
Abstract: Zhu Ciqi’s study tree stands on reflection on Han Song’s academic practice. His “Four Elements and Five Learning” teaching method is based on practical practice, especially emphasizing the education and worldly meaning of learning. Chaoliang continued to teach his teacher, believing that the Qing Dynasty’s academic research neglected the existing achievements of Zhu Zi’s education, and proposed that Ma Zheng’s learning should also be criticized to achieve the intellectual refinement of Han and Song. Jiujiang students such as Kang Youwei, Liang Qichao, Tang Li, and Huang Lu went further to buy the foundation of Tonghan, Song and the Past and Ancient, and tried to present the academic excellence with the help of new academic paradigms such as philosophy, politics, country, and art, and provided reference for the study reviews of the post-school era.
Studying is originally a learning that is both physical and practical, and its focus is to solve human-oriented education problems and provide a paradigm for a fantasy civilization. The Qing Dynasty was the second “highest era” that continued to be the development of academic development after the Han Dynasty. The classical method of Han scholars “seeking for training” combined with the impact and influence of Western learning has gradually weakened and abandoned the educational implications and paradigms of learning in the past as a whole in the process of detailed academic disciplines. The Jiujiang School of Learning has passed through the “highest prosperity” of the Qing Dynasty to the “collapse of academic studies” in the late Qing Dynasty to the “post-school era” with western learning as the middle. Zhu Ciqi settled in the grand vision of academic development in the Qing Dynasty, and did not regard himself as the Han and Song dynasties. From the perspective of the three aspects of the view of the door, the difference of methods, and the connotation of the world, he responded to the various disadvantages of “avoiding science from learning” since the late Ming and early Qing dynasties. His understanding of learning, while emphasizing Han and Song, he developed the “simple” energy of learning, and specifically mastered the Six-Second Translation System. Its “Four Elements and Five Learning” teaching guide is based on two paradigms of study, Han and Song dynasties, and proposes that students should first take self-cultivation and practice as the most basic goals in their studies, and use the five studies (school, history, anecdotes, nature and reason, and chapters). While expanding the knowledge and understanding, they should maintain the main position of their studies, and achieve the educational and worldly effectiveness of their studies. Su Chaoliang continued his teacher’s academic commentary and pointed out the paradigm of Zhu Zi’s academic research in the Qing Dynasty; in the process of explaining the “Shangshu” and “Sugar/”>平台”, he proposed that Ma Zheng’s learning should also criticize the absorption of the study,In order to complete the academic initiative of Jiujiang and the acquisition of Han and Song dynasties. Under the impact of Western learning, new challenges are coming. The paradigm of solution provided by the Simplified Chinese language scholars in the interpretation of modern and modern languages, which are both different from traditional philosophers, and cannot be defined by the current and modern languages. He is interested in developing the inherent “study methods” in classical learning, which highlights the practical criticism and guidance of learning for the real cultivation of emotions. As we entered the “post-school era”, Jiujiang students such as Tang Li and Huang Lu returned to classics from the beginning, and used the methods and concepts under new subjects such as philosophy, politics, country, and art to develop academic excellence, reflecting the richness and vitality of the paradigm of academic discourse.
1. Critical reviews of Han, from blogging to marriage, education first
Pi Xirui pointed out in “History of Science” that although the Qing Dynasty was the “resurrection era” of learning [1], compared with the “restoration era” of two Han dynasties There are also obvious differences in the study of this “prosperity” in the Qing Dynasty: first, its “prosperity” only emphasizes the study of ancient literature, such as Jiang Fan’s “Continuation of Chinese and Chinese Students in the Kingdom”, which never mentions the modern literary master’s laws and ties of the Qing Dynasty; second, its “prosperity” is compared with the study of two Hans, which makes it difficult to revive the glorious situation of “studying” to “transcendence”. Although scholars such as Yanwu and Fang Yizhi developed a predecessor in the early Qing Dynasty that they adopted Han and Song dynasties and promoted the world through learning, while the Qing Dynasty scholars were vigorously expanding their learning volume as annotation, the “simple” characteristics that were used to provide education to individuals were also replaced in the objective research and research of “clear and wise” in seeking “cultural and wise”. What Pi Xirui may have realized but did not say that in addition to the modern literary research paradigm and its family traditions, Song and his writing traditions, which were doubtful sources of energy, have also suffered similar fates. With the development of historical, subschool, epigraphy, epigraphy, elixir, and earthwork, other than learning, the “clear and wise” approach of essaying has become increasingly praised by Han scholars as a broad academic writing method. Zhu Ciqi lived in the prosperous international education of Qianlong and Jiaqing and Han, and realized earlier that the Qing Dynasty should correctly view the various paradigms that appeared in the history of academic studies. His academic thinking aims to criticize the Qing Dynasty’s academic research. If the Han Dynasty research route continues, it will not be Baobao.comSingle can hardly exploit the “simple” effectiveness and “education” purpose of learning, and it is even more difficult to achieve the world through learning. Learning will eventually move to the back of itself.
From “Teacher Zhu Jiujiang” “Collection of Teacher Zhu Jiujiang” to the later “Teacher Zhu Jiujiang’s Talks” and “Teacher Zhu Jiujiang’s Talks” and other articles, we noticed that Zhu Ciqi’s promotion of the “education” and “worldly” aspects in learning is important to advance from three aspects: First, point out the interconnected relationship between Han and Song from the macro-historical search of the development of the school itself; second, use the help of academics to “small [modern feelings]Feelings】《Last year of marriage》 Author: Su Qi【Completed + Extra】Study” She was stunned for a moment. The distinction and definition of “big learning” distinguishes the concept of “primary school” and brings back to the theme of “education-based”. Zhu Ciqi integrates the self-cultivation paradigm in Song Dynasty and the world-class learning provided by the Han Chinese knowledge system in the Qing DynastyInclusively, it is simple to learn Zhu Zi’s elementary school with the “Four Ethical Ethics of Self-cultivation”, and the “Five Learning Schools” in the Han and Song Dynasties and the “Big Learning” teachings were built in the field of Han and Song Dynasties; third, in the context of the expansion of academic knowledge system in the Qing Dynasty, the region was purchased from different “comprehensive” and “governance” to purchase a communication system, and the historical relationship was fairly settled, and the guarantee that academics were used as both the price in the process of the world. href=”https://sites.google.com/view/sugarpapa”>Bao meaningValue paradigm is also a double main position of the intellectual paradigm.
First of all, it is the related problem of Han and Song dynasties. In Zhu Ciqi’s view, students of the school originated from the collection of classics after Qin Fen’s books, so the initial effectiveness of the school is naturally closer to the perspective of Han and Qing dynasties’ partial literary practices. However, Zheng Xuan and Zhu Xi were the students of Han and Song dynasties. The two major masters of the series, standing on the stage of academic studies, mean that they can receive both the results of past academic research, and at the same time, they can return the study from the “common” annotation and remarks to the cues and the world. And the Dao and the Sacred World’s International In addition to the development of academic research, its method of “learning without Song Dynasty” can be regarded as the “change of change” in the history of academic history. In Zhu Ciqi’
發佈留言