自我修养的优先性——儒家"为己之学"对传道人研经实践的启发

儒家所谓“为己之学”,就是做学问的首要目的,是为了造就自己,发展自己的人格,与”为人之学”的沽名钓誉相对立。本文首先引介儒家的为己之学的思想,接着简单考察历代大儒对为己之学的发扬光大,然后,把为己之学的精神应用于基督教传道人的读经研经,指明传道人读经研经必须有正确的首要目标,就是自我修养．,就自己。只有做到这一步,传道人才有能力去造就信徒。     

具体之学·为己之学·之间之学——一种新的中国式的哲学观

与西方传统的立足于"思"的哲学观不同,真正的中国式的哲学观应以"身"为其立足点,并为我们展现出迥然异趣的三个面相。它是从现实出发的"具体之学",而非从意识出发的"抽象之学",是从身行出发的"为己之学",而非从言说出发的"为人之学";是从行止出发的"之间之学",而非从思辨出发的"分辨之学"。在人类哲学业已步入"后形而上学"时代的今天,对上述中国哲学观念的重新开显无疑具有积极的理论意义。其既体现了一种向更为"原生态"的人类哲学形态的历史回归,又作为对人类现代哲学中愈鹜愈远的诸如"本质主义"、"文本主义"、"极端主义"等等取向的纠偏,而为我们指出了未来人类哲学理想重建的方向。     

论作为"为己之学"的儒学

该文通过对历史上儒家学者在“为己之学”上的论述进行考察与分析,并联系康德对道德之自律与自由的讨论,试图揭示和阐发儒学作为“为己之学”的内涵及其意义,以期深化人们对儒学的认识和理解。     

儒家“为己之学”对基督教传道人的启发北大核心CSSCISSCI

黄继新在2006年11月上半月版《天风》上发表文章《自我修养的优先性——儒家“为己之学”对传道人研经实践的启发》。作者认为,神学思想建设的根本目的在于按三自原则办好教会;要办好教会,传道人担任着非常重要的角色,而传道人做圣工是以圣经为依据的。传道人用什么样的态度、怀着什么样的动机去研读圣经,非常关键。     

孔子为学思想及现代启示

国以民为本,家以孝为先,做人以德为重,修身以学为主。学为立世之本,学可以明智、学可以致用、学可以立德。孔子为学思想博大精深,给后人留下了宝贵的经验和启示。     

内外之学与朱熹的“物我”观

"内外之学"与"物我关系"是朱熹"仁道"思想的一个非常重要的方面。一般而言,"内外之学"可看作是区别"天理"与"人欲"的一条重要分界。在此,朱熹认为:庄子的"内外之学"跟"物我关系"是统一的,它本身包含着"物我一理"、"内外参合"及"内外交相养"等内容,尤其是"内外交相养"突出反映了朱熹理学思想的特色,因而它便成为我们阐释朱熹"物我观"的主要理论依据。当然,朱熹"内外之学"的理论重心并不在以"物欲"为特征的"外学"上,而在以"义理"为特征的"内学"上。在朱熹看来,成就"内学"的关键是"格物致知",而"格物致知"的关键又是与"为己则学以博"密切相关的"切己工夫"。所以,从这个角度说,"内外之学"又是一种具有中国特色的"知识学"。     

儒家伦理是利他主义吗？ ——兼与王海明教授商榷

利他主义是西方伦理学中的重要概念。近些年来,国内学界将儒家伦理判定为利他主义者颇不乏其人。王海明先生不仅认为儒家伦理以利他主义为总原则,而且认为儒家思想是当今中国崛起的枷锁、包袱和障碍。而深入分析孔、孟等儒家代表人物的思想可见,与王先生建立在"经济理性人"意义上的"为己利他"伦理观不同,以"立己立人"为核心的儒家伦理观蕴含着利他、利己的双重因素,并在"内圣外王"的人文理想中超越了利他、利己主义,本质上是一种以正面的人性情感为价值优位的"为己之学"和"仁本主义"。儒家这一伦理观有着深厚的人性根基、民族积淀和实践智慧,至今仍是重建中国伦理最重要的传统资源。     

先秦儒家礼学思想解读

先秦时期,儒家重礼、尚礼、倡礼,孔子、孟子、苟子进一步发展、丰富了礼的内容,礼除了具有待人接物的意蕴外,还是规范人们行为的文明制度。先秦儒家学者对礼的社会作用提出了独特的见解,认为,礼是为人做事的尺度,执政行事的准则。在当代,礼的内容和形式发生变化,但是,礼的“规则”意蕴没有变。礼,于人、于事、于国仍起到了道德规则的引导作用,具有规范世人、促进和谐的作用。     

中国古代的自主学习思想探析

从自主学习的价值、自主学习的原则、自主学习的教学等方面探讨了中国古代的自主学习思想。中国古代学者强凋为学贵在自求自得。注重立志、学思结合、知疑善间、自我省察、相互切磋等自主学习原则。主张遵循启发式的、少而精的教学原则来培养学生的自主学习能力。     

为他本真与为己本真——莱维纳斯对海德格尔本真观的超越与反转

莱维纳斯指出海德格尔的本真观仅仅强调本己的独一无二性,这尤其体现在此在与死亡的关系之中。通过死亡,此在排斥任何与他者、社会、共同体的关系,以期保持纯粹的自我。莱维纳斯对此进行了彻底的反转:本真主体由孤独本己的此在转变为社会性的人类此在,在本真关系上由关心自己转向关心他者,由孤独甚至冷漠转向爱和奉献,由独立自由转向成为人质和负责,由为己而死向死而真转向为他而死死而后真。如果说海德格尔的本真是为己本真,莱维纳斯的本真就是为他本真。海德格尔的本真观有形式而无内容,有认知而无伦理,莱维纳斯的本真观则有反人性和被专制主义利用的倾向和危险。     

编纂《儒藏》的经验(发言稿)

为什么我们要编纂<儒藏>?这是因为从历史上看中国的学术文化常是儒、道、释三家并称,但儒学在三家中一直居于主流地位.然而历史上编有<佛藏>、<道藏>,而无<儒藏>.明、清两代学者都曾提出编纂<儒藏>的设想,但因工程浩大,未能实行.当前,我国由于经济发展良好,有能力把编纂<儒藏>提到日程上.此一项目已于2004年启动,取得初步成果.     

A Family Experience of Personal Genomics

This article presents a personal journey of a close-knit family from Málaga, Spain who engaged with direct-to-consumer (DTC) genomic testing. Whilst the testing was initiated by one member of the family who works as a genome bioinformatician, none of the remaining family had any prior experience with DTC genetic testing. A thoughtful account, written in the first person, is offered on the experience of genome testing across the various members of the family together with a reflection on how it felt to be a custodian of the ‘family genome’. The way the family processed their genome information is explored and the difficulties and challenges that resulted are discussed. Whilst there is a wealth of literature that describes how families communicate information surrounding single genes, there is very little which explores the experience of communication about whole, shared genomes. The experiences described in this paper provide an insight into this new territory.     

科技时代的替代经验与道德的个人亲证问题

人对自己生活于其中的科技时代的批判,是与人的自我意识一同发生的。当今世界,科技已越来越被当作自主的、异在于人的并沿着非人性化的惯性而展开的过程。如何对这一过程重新进行人化?如何使现代人具有科技进步时代的人的内容的清醒意识?这是每一个人文学者必须给予严肃关注的问题。从道德本性的角度视之,科技社会所制造的大量的替代经验对道德实践基础的蚕食和颠覆,具有根本的决定性的作用。因此,在科技社会中如何确立实践智慧、个人亲证在道德领域里的独立性,对于避免当代人的“道德孤儿”的命运,便具有头等重要的意义。     

Wen,Haiming, <Emphasis Type="Italic">Confucian Pragmatism as the Art of Contextualizing Personal Experience and World</Emphasis>

Certain discussions about “relativism” in the philosophy of Zhuangzi turn on the question of the morality of his dao 道. Some commentators, most notably Robert Eno, maintain that there is no ethical value whatsoever to Zhuangzi’s dao as presented in the Cook Ding episode and other “knack passages.” In this essay, it is argued that there is indeed a moral dimension to Cook Ding’s dao. One way to recognize it is to explore the similarity between that dao and John Dewey’s notion of educational method. There are moral traits that Dewey can appeal to in recommending his method. It is argued here that these traits represent the moral features of Cook Ding’s dao as well.     

Personal Adjustment to Acculturative Transitions: The Turkish Experience

This research examines personal adjustment to acculturative transitions. Internal adjustment, or well-being, and external adjustment, or effectiveness, are analyzed in two acculturation contexts: migration from rural to urban settings in Turkey, and international migration from Turkey to Belgium. Comparisons are made between low-SES (socioeconomic status) and high-SES youth in Istanbul, as well as between these youngsters and Turkish youth in Belgium. Adjustment is explained by collectivism and achievement values among acculturating persons, and by social inequality and cultural distance between acculturating and dominant cultural groups. Full causal models are used to test individual-level and group-level explanations of acculturative adjustment. It is found that Turkish youngsters with a collectivistic value orientation have fewer adjustment problems. Second, social inequality increases internal adjustment problems of low-SES youth in Turkey, and cultural distance adds to external adjustment problems of Turkish immigrant youth in Belgium. Third, social inequality reinforces collectivism of low-SES youth in Turkey, whereas in Belgium, collectivism is reinforced by cultural distance. Simultaneously, cultural distance in Belgium lowers achievement values of Turkish immigrant youth.