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The inheritance, differentiation and trend of the second Chengluo School
Author: Li Jingfeng (Associate Professor of the Department of Philosophy, Master of the Sun Xi, and Master of the Master of the Master)
Source: “Zhongzhou Journal”, 2019 Issue 11
Time: Confucius was the 11th day of the first lunar month of the Gengzi in 2570
Ding Chou
Jesus February 4, 2020
Abstract:
In the past, academic history has mostly discussed the inheritance and evolution of the second Cheng Luo School in rough lines or general terms, which cannot systematically and comprehensively display the history of Luo School’s transformation. After the Second Cheng, Luoxue’s evolution began with the inheritance and development of the Second Chengmen students to Luoxue. People represented by Chengmen’s “Four Door Students”. They thoughtBaobao.comOnly the purpose is connected to the journey, the differentiation is not obvious, but the continuous Luo language and continuous learning allow Luo to be passed down from the torch in the two Song dynasties; secondly, the internal door transformation of Luo school is separated from the school, Chengmen is a student of all directions, established sects, and established Daonan, Hunan, Yongjia, and both The six schools of Shan, Fuling and the Hao family of the Jin Dynasty have different interests and have introduced Luoxue’s thinking to the best of their own goals; finally, the historical trend and influence of Luoxue. Although Luoxue’s post-Luoxue school established many schools, it finally transformed and defined the three goals of Guanxue, Mind and Shigong. They are homologous and different, especially the science and psychology that were developed mainly guided the academic format of nearly a thousand years since the Song Dynasty.
Keywords: The second Cheng Luo School; the student; the school; differentiation; direction;
There are many schools in the history of science for nearly a thousand years. Luo School is undoubtedly the best among them. Hua Xiayin is clearly clear, that is, the founder of Luo School, Er Cheng himself in the foundation of the Song and Ming dynasties. Huang Zhen said, “The governance of this dynasty will always pursue the Tang and Yu, and use the study of reason as the root. The study of Yili is independent of the original dynasty, and the priest of Master Cheng and Teacher Cheng”1. Teacher Chen Lai pointed out in a step that: “Without the two Chengs, the influence of Zhou Dunxi, Zhang Xiu and Shao Yong cannot stand up. Without the two Chengs, Zhu Xi’s appearance would not be able to do it. Without the two Chengs, there would be no two Song Taoism.” The two scholars’ arguments are not false. On the one hand, the “nature law” marked by Luo School established a metaphysical basis for traditional Confucianism, giving birth to a new academic form; on the other hand, Luo School reminded the basic verbal model of science since then, laying the foundation for the basic format of science. There are many discussions on the Second History in the academic world. However, the inheritance and development of Luoxue after the Second History have been lost in the past, or incomplete, and we can only master the changes in Luoxue in a rough manner. When she entered the school, it was the luggage he helped to move. He had also wanted to be unable to systematize and comprehensiveIs it beautiful and good to sing? Beautiful…singing…sweet? The sound is sweet, show. As the academic research is becoming increasingly sophisticated and profound, there is still a large space for development in the second Chengluo academic research. This requires us to change the research and discussion, expand the scope of assessment, apply new historical materials, and conduct rich and comprehensive research on Luoxue in accordance with the method of combining history and logic, in order to deeply understand the original appearance of history, show the evolution and development of Luoxue, and thus enrich and expand the history of Song and Ming dynasties.
The inheritance and development of Luoshu students by the first and second generations
The teacher-inheritance method is the main way for the establishment, publicity and development of school schools, and Luoshu is no exception. Second Cheng’s political incompetence prompted them to turn to “see the way of the people”, open a school in the people, and accept disciples to explain the way. In the early years of Jiayou, Cheng Jun accepted Liu Lizhi as a student. This was Cheng Jun received his first student, and he had been studying for thirty years. Moreover, when Cheng Jun was in office, he favored the teaching staff. He studied in Songyang, Fuzhi and other places in Henan Province, and accepted disciples to teach. He did not go through all these years. After being politically disgusted in his late years, he turned to academic research and teaching activities with more time and spirit. “At the time, I read books and learn… The scholars and officials have learned from each other day, and their doors are full of their doors every day… They have retired more and their positions are getting worse, and their reputations are getting higher than those in the country.” 3 Famous Chengmen students, such as Xie Liangzuo, You Dingfu, Liu Dali, Yang Shi, Liu Zhi, and Zhu Guangting, all of them worshipped Cheng Jun as their study during this period. Because Cheng Zai failed to pass the imperial examination for the first time, he was extremely interested in his career and focused on accepting disciples to study. When Cheng was 18 years old, Hu Yuan “is resigned and studied”4. At that time, the son of Mr. Liu Xizhe, who was authorized by Mr. Liu, learned from Cheng as a teacher, and this was the first student that Mr. Cheng received. Afterwards, more and more people from all over the world traveled from a distance. In addition to studying in Beijing (opened) for academic teaching activities, Cheng Xuan also went to Hanzhou, Xuzhou, Luoyang, Guanzhong and other places to teach, and accepted many students such as You Dingfu, Lu Dali, and Zhou Dingming. During his old age, he was still a student of Yin Yin and Luo, Zhang Yan, Meng Hou, Zhou Fuxian and Ma Shen, and founded Yigao Book Academy, where he studied for more than 20 years. In the beginning of Chong Ningchu, “Fan Zhixu said, “Cheng Mou used evil words to be confused and confused, but Yin and Zhang Hang’s wings were studied by the Henan Prefecture, and he studied disciples and recorded his family’s family. The scholars from all directions never left each other. The teacher said, “It is okay to respect what he says and what he knows. It is not necessary to go to my door.” 5 It can be seen that even during the party’s ban period, the students who traveled from Cheng’s school were still unrestrained. Although the second Chengs have been studying for many years, the second Chengsmen are not as big as Confuciusmen and Zhu Zimenmen, and there are still a hundred people (88 people can be tested). This reflects that Luo School has not yet gained the position of a single-study academic dance platform in the Northern Song Dynasty, where academic disciplines are everywhere. During the two Chengs, Cheng Jun enjoyed itHe did not last forever, and at the age of 54, he ended his short life of teaching in his career. He only had 19 people and had a door-to-door life. After his graduation, Liu Zhi, Li Hua, Xie Liangzuo, Yang Jun, You Zuo, and the three brothers of the Ryu family, Tian Shugu, Shao Bowen, and Su Xing changed to the door. The two Chengmen people did not ask about the second Cheng at the same time, and also studied the second Cheng as well, which determined the differences in their studies, which also made the differentiation of Luoxue thought more obvious to other schools. Among the 88 students under the Second Chengmen, the most creative and influential in thinking is Chengmen’s “Four Doors”. Assessing their thinking, we can see how the two thoughts were inherited and differentiated in the first generation of students. As the most outstanding students in the second journey, after the second journey, the dilemma they faced was the same, and in general, they were able to solve the problem of Luoshu from the ban. This requires all aspects of effort, such as being politically positive, using political influence to promote the rejuvenation of Luo School. 6 Of course, this is just an external reason. The most important thing is to continue to perfect the theoretical structure of Luo School, because this is the focus support of its confrontation with the sect, Wang School and Shu School. The four students of Chengmen continued to explain the problems left by Chengmen and read and develop them. Although their thinking has traces of the integration of the two Cheng thoughts, it is more about the recollection of Chengyou’s thoughts. Of course, this recollection is not a simple recollection, but a “recovery” after the creation of thinking. Although this effort is less destructive, this is undoubtedly necessary for the continuation of school words and the development of thinking. Among the four students, Xie Liangzuo focused on the exploration of “benevolence”. Cheng Jun used human feelings to describe benevolence. Xie Liangzuo directly trained benevolence with “feeling”, and Zhang Jiuyuan directly directly equaled benevolence. His “Ren” statement has a profound impact on the academic theme of the Hunan School, and the “use of sexual thoughts” proposed by him is related to the