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|Other Titles: ||A study of cultivation from Zhu Xi’s reading method|
|Authors: ||呂銘崴;Leu, Ming-wei|
楊祖漢;Yang, Tsu-han;高柏園;Kuo, Po-yuan
|Keywords: ||朱子;心;讀書法;博學;精熟;虛心;讀書次第;切己;敬;動力根源;Zhu Xi;Xin;Reading Method;extensive learning;proficient;hsu-xin;the order of Reading;personal concern;Respect;the emotions of respect and fear|
|Issue Date: ||2010-09-23 17:12:55 (UTC+8)|
The thesis aims at reconsidering cultivation from Zhu Xi in his reading method and deeply reflecting its meaning and limitation. Five chapters are included in the thesis. Chapter one is an introduction to Zhu Xi’s thought development, a brief review of research, and some descriptions of research method. The discussion and elaboration of research review are developed in chapter two, three and four. The last part, chapter five, is a quick review of the thesis and a full discussion about the values of his cultivation in modern education.
The understanding of Zhu Xi’s opinion about mind leads us to know his cultivation theory. In this case, the first thing we need to differentiate Zhu Xi’s school from Mencius school in terms of the discussion in earlier research. The research puts more emphasis on the construction of Zhu Xi’s Li-Qi dichotomy and Xin-Xing-Qing trichotomy. With the perspective of Qi jiang li ruo, Zhu Xi explains the origin of and the purpose of our ethical cultivation—to recover the consistent condition of Xing-li. In addition, the analysis of Zhu Xi’s perspective and meaning toward consciousness in philosophy. According to Chen, Bei-Xi, he argues that “mind as synthesis of Li-Qi”. This thesis tries to use a different interpretation about Zhu Xi’s definition of mind and to tell the possibility of communication between mind and Xing-li in terms of Chen’s arguments.
In Zhu Xi’s Reading Method, the focus is put on extensive learning, proficiency, hsu-xin, the order of reading, and personal concern. Twelve related reading issues are contained to sketch the outline and concrete steps for practice. To be more specific, in Zhu Xi’s perspective, extensive learning is connected with the demand of Disposition of the Sages and Ontology; proficiency is connected with the recovery of consistent condition of Xing-li; and hsu-xin can be used to clarify the difference of the definition of knowledge Zhu Xi’s and what we assume today. Zhu Xi considered that we study to experience the mortality from masterpieces so that we can cultivate our lives. The last reading method, the order of reading and personal concern, Zhu Xi recommended to read Sus-shu first, then historical records. Meanwhile, it can be noticed that study itself acts as a way to make ethics realized while we are continually self-actualized in the study.
At last, in order to seize the possible foundation of ethical behaviors in his theory to support his heteronomous ethics, we shift the focus from the connection between Ke-wu-chih-chih and reading methods to Zhu Xi’s perspective and understanding of Respect. In addition, with the Respect from our minds toward Xing-li, we will generate the emotions of respect and fear, commenting on its pro and cons.
|Appears in Collections:||[中國文學學系暨研究所] 學位論文|
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