requestId:685186182d6621.31990041.
About the origin and characteristics of the Mongolian Zhuzi School
Author: Chen Yongbao
Source: BaoqingThe author author authorized the Confucian network to publish it, originally published by “Zhuzi School Research”, published by Jiangxi Education Press in 2021
Abstract: Mongolian Zhuzi School is a Zhuzi School Research on the expression method of region. It includes Zhu Xi’s academic research in the Yuan, Ming and Qing dynasties, and also includes the reflections and summary research on Zhu Xi by recent and contemporary scholars. Compared with the development of Zhu Xi’s academic development in “Handi”, the Mongolian Zhu Xi has its own unique expression method. The important side focuses on Zhu Zi’s academic orientation, which is mainly based on ethics and teaching methods based on vernacular writing. Compared with the study of Zhu Xi by Japanese and Korean students, the study of Zhu Xi in Mongolia is a “side-style” study of Zhu Xi in Mongolia due to the development of the times and its internal characteristics. These characteristics of Zhu Xi’s Mongolian school include the Zhao Revival when Zhu Xi was introduced and Xu Heng’s choice and reform of Zhu Xi, as well as the new trends in Zhu Xi’s history after the change of regional civilization. Therefore, we sorted out the transformation of Mongolian Confucianism to Mongolian Zhuzi, introduced the introduction and development of Mongolian Zhuzi, summarized the characteristics of Mongolian Zhuzi, and had the main meaning of the multidimensional research on Zhuzi’s learning.
Keywords: Mongolian Zhu Xi; in the pre-Zhu Xi period, Xu Heng, side by side, not Han.
Author introduction: Chen Yongbao, a special associate researcher at the Grand Master of Science and Ph.D., the important research and discussions are Zhu Xi, the science, ethics and children’s philosophy.
1. Media
Exploring Zhu Xi’s advancement and development in Mongolia, the academic community has already had certain research results. Such as “Mongolian Consultation on Confucianism” (Xin Yijiang, “Kunming Teachers’ Specialist Philosophy and Social Science Edition”, 1992), “Yuan Representatives and Society” (Zhu Jun, Doctoral Essay in Southeast Asia, 2015), etc. Explain that the research and discussion on this field has attracted the attention of departmental scholars. However, contemporary scholars’ research on the Mongolian Zhuzi School has focused on the early stages of the Yuan Dynasty’s incident logic based on the Yuan Dynasty’s history as the data. Therefore, simply studying the Mongolian Zhu Xi School in Zhu Xi’s development without conducting detailed analysis has become a common phenomenon in most research and discussions. In this context, Taiwanese scholar Huang Lisheng proposed the concept of “Mongolian Confucianism” in his article “Confucianism” Thoughts and Contemporary Implications”, and tried to explore the historical meaning of Zhu Zi’s learning of the northern transmission of Mongolia in the contrasting structure of “focus-edge”” [1] The test picture brought the purpose of this research to a new level of research. The above discussions have major value for the discussion of Zhu Zixue’s Northern Translation and its impact on future generations, but they still require more detailed cleaning and analysis.
For the study of Zhuzi in Mongolia, it seems that most students are working from time to region. In terms of time, students can be divided into three periods of the spread of Zhu Xi’s philosophy in Mongolia: one is the period of Confucianism before Zhu Xi’s philosophy was introduced. Confucianism in Mongolia during this period loved and admired the ancient examples of the Tang Dynasty, and its relationship with science was not large. It was mostly represented by former Confucian scholars such as Yelu Chucai; the second was the late period when Zhu Zixue introduced it. During this period, the important focus was on the Zhu Zi’s propaganda conducted in the Mongolian governing area after the “Southern Crown Prison” was met. The focus of scholars’ research was not on the brink of Zhao, Yao Le, Wen Zhen and others. The third period was the middle period of the Yuan Dynasty and the Ming and Qing Dynasties, and the period of development and transmission of Zhuzi studies by Xuheng, Liu Yin and other students should be expressed as the period of development and spread of Zhu Zixue by Xuheng, Liu Yin and other students. The research and discussion time during this period was delayed until the end of the Qing Dynasty.
On the local veins, the study of Zhu Xi’s science spread in the Mongolian polity can also be divided into three: one is the period of the Mongolian Yuan Empire. During this period, learners began to study from a historical perspective (such as “History of Yuan Dynasty”), and it was also the most glorious period when the Mongolian Zhuzi study was learned. This is the most extensive period in the Mongolian Zhuzi’s study. This area includes all areas occupied by the Mongolian Empire, namely the Aoi, Jin, Tubo and Southern Song that were annexed by it; the second is the original and Jin ruling areas (mostly the original areas) occupied by the Mongol Empire, and is importantly the important gathering place for the Han people [3] in the Mongol Empire. Since this area was originally belonged to Fu and Jin, it contained the former town of Confucius, Qufu, and Confucius’s subordinates were also here, so many northern Confucius gathered here. At the same time, this area may have interspersed or bounded with the Southern and Northern Song dynasties, which is the portrayal of Zhu Zixue in Mongolia; the third is the current Mongolia region (including the ancient region of Inner Mongolia and the Ministry of Foreign Affairs of Outer Mongolia). There are fewer research and discussions in this room. First, due to the northeastern nature of the region, the decline of the empire of farming civilization and the protruding appearance of the nomadic career of the grassland, the spread of Zhu Zixue is difficult. However, some fragmentary traces of Zhu Xi’s schooling can be found, but there is obviously a huge gap compared to the development of Zhu Xi’s schooling in the Song Dynasty or the original and Jin Dynasties.
I need to explain here why students areThe purpose of dividing the spread and development of Zhu Xi in Mongolia in time and space is to specify the specific indicators of Zhu Xi in Mongolia, and to reduce the unnecessary errors. In time, during the period when the Confucianism spread in the former Zhu Xi, although it seemed to be inconsistent with Zhu Xi, this was the later period of Zhu Xi’s four books received by the predecessors of the Yuan Dynasty, and therefore it was impossible to ignore it. In space, Hu Yigui, Hu Bingwen, and Chen Jun from the Xin’an Zhu School in the early Mongolian Yuan Dynasty, although they are also a major branch of the Zhu Zi school system of the Mongolian Yuan Empire. What is important is that the Zhu Zi school system in Han, Southern Song Dynasty has nothing to do with the Mongolian Zhu Zi school we will discuss next. It can only be said that it was a development of Zhu Xi’s learning in the Southern Song Dynasty in the Yuan Dynasty. They only had this stage of “Mongolian Empire” in time, and finally directly transitioned to the system of Zhuzi’s school in the Ming and Qing Dynasties. They were not the Mongolian Zhuzi school mentioned in this article.
There are interspersed between the Mongolian Zhuzi School and the Yuan Dynasty Zhuzi School, and there is also a difference. Here we need to make some simple divisions between Zhu Xi’s School of the Yuan Dynasty (or perhaps the Mongol Yuan Zhu Xi) and Zhu Xi’s School of the Mongolian Zhu Xi.
First, Zhu Xi’s learning in the Yuan Dynasty importantly refers to Zhu Xi’s learning in the reign of the Mongolian and Yuan Empire (1271-1368). It includes three important factions, namely the Jinhua school represented by Yao Le, Zhao Hui, Xu Heng, etc., the Jinhua school dominated by the four chief teachers of Jinhua, and the Qi’an school represented by Hu Yigui and Chen Qi. [4] The Mongolian Zhu Xi School mainly refers to Yao Le, Zhao Hui, Xu Heng and others representing the Yanbei school, and the scope is smaller than that of Zhu Xi School in the Yuan Dynasty.
Secondly, Zhu Xi’s academic studies in the Yuan Dynasty emphasized the achievements of Xu Heng and others in the development of Zhu Xi, and focused on theoretical analysis on Xu Heng’s research and discussion. However, the propaganda and development of Zhu Xi, the Mongolian Zhu Xi, emphasized the propaganda and development of his predecessors (including Seme people), focused on teaching methods and the attitudes of rulers, and tended to study history.
Finally, Zhu Xi of the Yuan Dynasty naturally took the Yuan Dynasty (including the Northern Yuan Dynasty from 1368-1402) as the time mark, not including the Ming and Qing dynasties. The Mongolian Zhuzi School includes the two dynasties of the Ming and Qing dynasties, and the Ming and Qing dynasties are more likely to show the characteristics of the Mongolian Zhuzi School.
In general, there is a simple restriction on the Mongolian Zhu Xi School: Mongolian Zhu Xi School was a Zhu Xi School that spread and developed in areas other than the original Song Dynasty after Zhu Xi’s death to the late Qing Dynas
發佈留言