镕铸君子与文人作家——刘勰《宗经篇》的心性教育

《文心雕龙》中的《宗经》一篇围绕以圣王及其经典调教文人的主题,教育的落足点尤其在于引导文人的心性也即文心。刘勰的主张乃针对文人时代开启以降,个体性文心偏离经典所导致的文弊状况,提倡回到圣王经典中汲取教化,通过个体文心在经典的涵泳体味中被塑构,文人个体体性与重树圣王经典权威两种诉求得以综合起来,以是,纯粹个体文人也相应被塑造为君子—文人。     

从《文心雕龙·通变》看刘勰的文学发展观和创作论

《文心雕龙》是我国古代文学理论的重要著作,书中展现了作者刘勰在宗经思想影响下的文学观念与主张。《通变》篇以有方之体与无方之数为探讨中心,展开对于文学发展中继承与创新之间辩证关系的讨论。刘勰肯定文学随时代而发展,同时又对所处时代翻浅讹新的不良文风表示不满。为了矫正文坛风气,刘勰主张在创作中注重对儒家经典的学习,并在此基础上进行创新,以有内容、有力量的创作风格对抗柔靡无物的创作倾向,使文学能够不断地发展前进。     

刘勰与英加顿论文学作品的存在方式

体大思精的中国古典文论著作《文心雕龙》深受老庄文艺观的影响,作者刘勰在创作论、批评论、鉴赏论方面的种种表述,与西方二十世纪的现象学批评有颇多相合之处。本文就文学作品的存在方式,比较研究了刘勰和波兰现象学批评家英加顿的相关批评思想,指出刘勰“六观”说中的“观宫商”与英加顿的所谓文学作品的“字音层”之间所存有的共通的形上性质。     

从《尚书》到《论语》——儒家“君子”范畴的转变与固定

"君子"范畴最早出现在《尚书》里,以社会地位为其核心取向。商周更替的社会变革引发权力观念的重构,如何守住权力成为关键话题,经历了"有位"——"以德配位"——"有德"的转变过程后,"位致君子"的先天法则被"德致君子"的后天法则所取代,"君子"的内涵由地位指向转变为道德指向,并在《论语》中实现其范畴在仁义、智勇、礼和、忠信、中庸这五大领域内的固定。受《尚书》所提出的三条"进德"之道——好学精进、躬行实践、自省自警的影响,《论语》提出成为君子的三条路径,即学为君子、行为君子、省为君子。《论语》在继承《尚书》中"君子"范畴的同时予以升华,开创其纯粹的道德境界。     

由刘勰的《情采》篇看作品的内容与形式

刘勰《文心雕龙》的《情采》篇论述了文学作品的内容与形式的辩证关系,认为两者相互依存,缺一不可;内容决定形式,但形式也有积极作用。他提倡文辞华美,但前提是不能离开内容的需要而片面地追求文辞华美。     

《文心雕龙》研究中与易学相关的几个问题

依据《文心雕龙》归属于儒学汉易系统而非玄学化王弼易学的理论体系,《文心雕龙》研究中诸多有争议的问题都可获得较为明确而贯通的解答：《文心雕龙》撰著于郑学重立学官的齐代;因陶渊明与颜延之同属于玄学一脉且其文不合“折之中和”的儒家准则而未获作家品题;刘勰的“五材”说是建构在汉易五行说基础之上的。     

《文赋》与《文心雕龙》的物象美及其哲学溯源

文学的物象表层是由言辞构成的光色美,陆机倡导辞意双美,即文学是形式和内容的有机结合;刘勰追求衔华佩实,即文学兼有动人文采和充实内容.文学的物象深层是在儒家思想的教化之风运动中产生的意象美,《文赋》标举“颐情志于典坟”,即文学在古籍中涵养情志;《文心雕龙》崇尚“宗经”“趣新”,即文学在尊崇儒家经典的前提下创造新情趣.两部文论著作的哲学心理是:陆机在华亭鹤唳中与“寻找本真”的海德格尔哲学契合,刘勰在雕琢文心中与“乘物以游心”的道家哲学契合.     

《文心雕龙》创作论略述

本文以《文心雕龙．神思篇》为基础,从“神与物游”、“言意之辩”的命题出发,同时综合陆机的《文赋》、钟嵘的《诗品》以及叶燮的《原诗》等篇目,对其进行基本的阐释与理解。从而对文学的创作理论有所了解。     

《荀子》对《天作》《我将》篇的解读及其意义

以《天作》篇与《我将》篇为例,《诗经》中的"天"是可以给有德的为政者带来幸运、给无德的为政者带来灾祸的。"天"是具有善的意识的人格神,是一种宗教性的存在。《荀子》以其天人分离的思想理论为基础,排除了"天"的人格神的要素,强调其自然性的一面。《荀子》否定了到孟子为止世代沿袭继承下来的"天"的宗教性,开始以一种新的自然的天道观念来诠释《诗经》。     

《吕氏春秋》之《上农》四篇的思想渊源新论

《吕氏春秋》之《上农》四篇是我国先秦时期的重要农学著作。对于《上农》四篇的思想渊源问题,农史学界充满争议。其实《上农》四篇的思想渊源并不局限于某家某派,而是博采众长,兼收并蓄。     

宗宝本《六祖坛经》"止恶行善"论析

以明朝以来流传最广的宗宝本《六祖坛经》为蓝本,分析了六祖慧能大师所云"止恶行善"与佛教持戒、功德的内在关系,揭示出《六祖坛经》般若观照下的"止恶行善",即是持戒。学人若不能做到"心平",则应"以戒为师";而只有在般若观照下"三轮体空"无执的布施行善,才能是功德,否则不可将福德变为功德。     

柳华阳《慧命经》之仙佛合宗思想探析

柳华阳传承了伍守阳仙佛合宗的思想,并予以理论化、系统化.在<慧命经>一书中,他在佛言道,在道言佛,佛道双融,以不同于前人的简易之语,晓畅明白地揭示佛道双摄、性命双修的慧命之道,阐释了天下无二道,圣人无二心佛道一途的思想,对后世影响深远.     

试论《太平经》“三一为宗”思维模式及其意义

“天人合一”是中国传统文化中的一个重要范畴。鲁迅曾言:中国文化的根柢全在道教。道教思想的核心则应在“天人合一”。在“天人合一”思想不断发展与完善的进程中,《太平经》“三一为宗”天人思想应起到承上启下的作用。它继承了老子之道和传统天神信仰,吸收了阴阳五行说和仙家之术,熔修身、治国于一炉,把前人较模糊的“天人合一”思想加以概括并深化为较具体的“三一为宗”思维模式,再以此统天道观、政治观和内养观于一整体思想体系。这一体系首先以“三一为宗”思维模式阐述天道,然后以天道观指导个人修行,以个人修炼去感悟大道,证得统…     

A Missing Piece of the Contemporary Character Education Puzzle: The Individualisation of Moral Character

The different sorts of virtuous people who display various virtues to a remarkable degree have brought the issue of individualisation of moral character to the forefront. It signals a more personal dimension of character development which is notoriously ignored in the current discourse on character education. The case is made that since in practice, the individualisation of moral character must, by necessity, advance side by side with the cultivation of virtues, a full account of character education needs to give consideration to both concerns. After analysing the specific ways which temperament, social roles, and occupations respectively contribute to the individualisation of moral character, some practical implications are drawn to shed new light on the common practice of the inculcation of virtues. Firstly, since the varieties of moral personality is the norm, it is appropriate to encourage the educated to become virtuous people of different sorts. Secondly, given the influence that temperament may exert on virtue, having good knowledge of each child’s temperament, identifying the specific difficulties possibly confronting him/her accordingly, and then providing more opportunities to strengthen the cultivation of the related virtues are crucial. Thirdly, since children with different temperaments are inclined to identify with different sorts of moral exemplars, it is valuable to present them a great variety of moral models, from which they can choose the kind of virtuous people they would want to emulate. Lastly, since assuming different occupations and social roles is liable to result in various moral characters, character formation cannot be confined to the family or school. Among others, workplaces and communities are also important variables.     

Leaders of Character: The USAFA Approach to Ethics Education and Leadership Development

We describe the educational character and leadership development processes used by the United States Air Force Academy that other educational institutions may find useful. Our processes include an integrated educational curriculum designed to complement and integrate the experiential learning that results in achieving specific organizational outcomes, co-curricular activities in cadet living, and a specific focus on the ethical development of leaders’ respect for human dignity and cultural competency as well as the mechanisms to assess and refine our processes.     

The Gentleman Vanishes: Dementia,Caretaking and the Life of the Mind

This essay recounts the author’s journey with her father during his prolonged decline due to dementia. The experience pushed her to break out of the confines of conventional scholarly research in her academic field of architectural history to a multi-disciplinary consideration of nineteenth-century environmental, sensory and horticultural therapies for the mentally ill. During her father’s illness, she discovered the tangible therapeutic benefits of momentary engagements with his environment through his five senses and through the emotional filter of poetry. This reorientation to sensory and poetic experience had a beneficial impact on the caretaker as well.     

我国内地生死教育的实然思考与应然探讨

分析了内地生死教育的实然状态:目前生死教育在价值、意义层面的抽象学术论证居多,实践层面仅限于学校教育的个别尝试、分散实施,在社会公众教育领域则基本停留在空白状态;指出应实现生死教育从实然向应然的跨越:学校生死教育学科化、实践化,社会生死教育大众化,生死教育理论研究应用化.