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Zhu Zi’s research and development and Zhejiang University
Author:He Jun (Ye Ye from the School of Philosophy was hurt by netizens and was incompetent. Doctoral supervisor)
Source: “Zhejiang Social Sciences”, 2博官网彩国官网
Time: Confucius was in the 2570th year of the first lunar month of Jihai
Since Zhu Zi’s academic research is an incomplete philosophical analysis of pure thinking, it has obvious historical characteristics of thinking. In addition to thinking about oneself, its research elements also include at most several contents contained in the two dimensions of region and time. The actual research needs make corresponding choices based on the problem. At the same time, politics and Zhu Xi’s academic structure have become the main basic relationship, and the research needs that have been gradually analyzed based on the thinking cycle.
For a long time, the study on Zhejiang studies has focused on the study of meditation in the Song Dynasty, the study of Yangming in the Ming Dynasty and Zhejiang East History in the Qing Dynasty, and was suddenly discussed on the study of Zhu Zi’s special study. Because the politics and civilization of the Southern Song Dynasty were in peace, the foundation of the founding of the Ming Dynasty was also closely related to Zhejiang, especially in the subsequent development of Beishan, as the regular tomorrow of Zhu Xi, the Jin Hua and Zhu Xi school, which was passed down by Zhu Xi tomorrow, had an internal connection with the mainstream of ideological form and academic style in the Ming Dynasty. Therefore, the assessment of Zhu Xi schools in both Zhejiang, whether it was a research on Zhu Xi school or the development of Zhejiang school, both have major value. However, since Zhu Xi’s research and discussion is incomplete, it is a philosophical analysis of pure thinking, but a discussion of the entire Confucian movement in the post-Zhu Xi era. The research characteristics of thinking history are quite obvious, and it is necessary to sort out the relevant research and discussion elements.
One
The Qingyuan Party ban was unblocked in the two years after Zhu Xi’s past life (1202). Since then, in the school combination of Zhu, Zhong and Zhejiang, Zhu Zi’s School has shown a situation of integrating Zhong and Zhejiang. Perhaps it is a common practice to think about the giants and think about the emergence of a rupture and change, and it is also the same when Zhu Xi’s learning in the later period of Zhu Xi. Zhu Xi taught throughout his life. Although he was mainly based on the Muslim, the distribution of disciples was still very wide. Li Qingfu, a scholar who was highly praised by Zhu Zi, was concerned about expressing the “Pure Source of the Minzhong Science of Minzhong” by Zhu Xi, pointed out the general nature of Zhu Zi’s people: “More than 200 people in Muslim, and more than 200 people in Wu Yue, Jiangyou, Chu and Guizhou.” [1] Even famous people are very wide. The late Song Huang Zhen listed a batch of Baoqiang.comPan href=”https://twlovecandy520.org/”>Baoqiang.com
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Such as in the middle of the lunar calendar, Pan Zuzhi, Yang Zhiren, Lin Zhengqing, Lin Ziwu, Li Shouyou, Li Gonghui, Jiang Baoqiang.comPan href=”https://twsugarhoney520.org/”>Baoqiang.comPan href=”https://twsugarhoney520.org/”>Baoqiang.comPan href=”https://twsugarhoney520.org/”>Baoqiang.comPan href=”https://twsugarhoney520.org/”>Baoqiang.comPan href=”https://twsugarhoney520.org/”>Baoqiang.comPan href=”https://twsugarhoney520.org/”>Baoqiang.comPan href=”https://twsugarhoney520.org/”>Baoqiang.comPan href=”https://twsugarhoney520.org/”>Baoqiang.comPan href=”https://twsugarhoney520.org/”>Baoqiang.comPan href=”https://twsugarhoney520.org/”>Baoqiang.com [Carrying contract2]
“Sister, first wipe your clothes.”
In fact, by the time Zhu Xue of the late Song Dynasty re-transmitted and three-in-one, Zhu Xue of the Southern Song Dynasty had already spread all over the Southern Song Dynasty. If it was extended to the Yuan Dynasty, it would be even more like “this is also about Zhu, and that is also about Zhu”.
How to sort out this complicated Zhu Xi’s learning and present the richness of Zhu Xi’s learning has always been difficult. A more direct way is to sort out the region based on the region. In the previous example, Huang Zhen and Li Qingfu said, this is the way to confess from Song to Qing. At the same time, he sorted out the same according to the concept of the subject. In summary, the region and the teacher’s inheritance are two natural elements that study Zhu Zi’s studies. Without baoqing.com, since Huang Zongxi wrote the “Ming Confucian Cases”, although he still established a big framework based on the region and his teachers, he clearly put his thinking on the ground and tried to use the characteristics of thinking to form his understanding of Confucianism in the Ming Dynasty. Despite Huang Zhen, thinking is undoubtedly the main content, but Huang Zongxi obviously puts the element of thinking first. The elements of the region and the teacher have not been abandoned, but it seems to have been reduced to the convenience of sorting out. Huang Zongxi originally believed that his way of thinking about history was in Confucianism in the Song and Yuan dynasties, but because his mission was limited to the beginning, Huang Zongxi’s thinking history path was not fully realized in the existing “Song and Yuan Case”. The continuous revision and addition of Quan Zu’s reading made “Song and Yuan Case” a work of thinking history by historians, and there was a significant difference from the thinker’s thinking history book “The Confucianism Cases”. To make this difference, there is no intention to defy the mission of the whole ancestor. From an objective perspective, despite focusing on the historian’s works of thinking history, Quan Zu believed that he was ultimately a very cognitive historian. He still hoped that he could provide historical materials and sort out the essence in the realm while entering the judgment of thinking level. It’s like his explanation of Zhu Zi’s teachings in the late Song Dynasty:
Huiweng did not like Zhejiang in his life, but after Duanping, he was born in the gates of the Minzhong and Jiangyou. The branches were in conflict and inconsistent and slurs. The one who could revive them was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the one who was the oneAs a branch, they are all Zhejiang-based, and it is enough to first correct the purpose of Zhejiang-based learning! [3]
This makes Zhu Zi’s study in Zhejiang the regular learning of Zhu Zi. However, it is always difficult to achieve a complete marriage between Zhu Zi’s thinking and the elements of regional and teachers. If it is necessary to make it match, it will be difficult to avoid the left and right ties on the data, and the brokenness will be made. Here, when I discussed Zhu Xi’s learning in the post-Southern Song Dynasty more than ten years ago, I tried to break out of the inherent restrictions of the “master-cultural” and the region, and directly use the characteristics of thinking to draw Zhu Xi’s learning from the late Song Dynasty into a thought painting composed of “the physical transformation of thinking and its implementation of life”, “politicization of thinking”, and “the academicization of thinking”. [4