曾国藩的礼学及其经世理念

曾国藩在晚清的学界、政界均有很高的声誉。本文主要以他的礼学为重点,探讨他的学问与治术之间的内在联系。在曾氏“无所不窥”的学问追求中,礼学一直是他关注的学术重心,并包括了礼经学、礼仪制度考订、礼学理论等各个方面。他的礼学所以体现出“兼综汉宋”的学术旨趣,其实均源于他以礼治人的经世理念。     

明代甘泉后学的主要类型与多元流变的特点

明代甘泉后学可划分为五种类型：以洪垣、庞嵩为代表的甘泉学之正传;以唐枢、蒋信为代表的折衷派;以何迁、吕怀为代表的“得甘泉学之一隅”者;以唐伯元、杨时乔为代表的偏向于程朱理学者;以王道为代表的湛门另类人物。甘泉后学的多元开展不但为岭南心学注入了活力,也推动了整个中晚明时期儒学的发展。不过,这种情形使得甘泉学的发展脉络愈来愈模糊,到了湛门三传弟子那里,已难觅甘泉学的踪迹了,同时也增加了后世学者界定甘泉后学学派属性的难度。     

凌廷堪倡导复归古代礼学思想新探

凌廷堪是清代乾嘉之际的著名经学家。他提倡复归古代礼学,其礼学思想是在由清初至乾嘉学术思想领域理学与礼学之辨、尊孟与崇荀之争、以古礼正今俗的学术氛围中形成的。他采用了考据的方法研究礼学,辨析理礼字义,目的在于剥离宋儒在古代礼学研究中所加进的非儒学的"理"的性质,以维护儒学的纯正。他的礼学思想未能开辟出新的学术规模,反而要退回到原始的礼学那里,其学术气象亦可谓狭而小也。虽然他已越出了乾嘉纯汉学研究的藩篱,但是他对乾嘉新义理学所起的实际作用仍是有限的。     

礼道·礼教·礼治:荀子哲学建构新探

荀子以“礼”为中心,形成偏重于儒家“外王学”的哲学建构。他首先把“礼”提升到“道”的高度,作为人类社会乃至自然界的最高哲学范畴;一方面把“礼”作为道德教化的依据,建立起自己的道德学说;另一方面把“礼”作为社会治理的准则,形成自己的社会政治思想。“礼道—礼教—礼治”,构成了荀子哲学思想的主体。     

邵雍:从物理之学到性命之学

对于北宋道学五子之一的邵雍,研究者一般将其“象数学”体系视为推演宇宙万物周期发展过程的“物理”之学,对其“性命”之学关注不够。本文集中探讨邵雍《皇极经世》和《击壤集》的“性命学”体系,认为邵雍走的是以天道推论人道、以先天推论后天、以物理推论性命的路子,其性命学是他“心学”的核心部分,依“性──心──身──物”作逻辑展开,以“圣人之心”、“神明之性”为本性,以先天象数为心法。儒家的人道观、价值观与道家的天道观、认识论,儒家的道德修养与道家的宇宙精神被邵雍巧妙地贯通在“易”理之中。他的身上既有道家的坦夷旷达,又有儒家的中庸仁和,达到了一种“天理真乐”的生命境界。     

退溪与阳明:朱熹哲学的不同走向

陈荣捷先生曾从儒学的整体发展上把理学看作一大模式,认为从广义上可以把朱熹也看作心学,从朱熹到王阳明,亦是理学的发展进程。退溪学对理学的发展不仅是继承朱子,亦可以说是以阳明心学的传播及对阳明心学的批判为中介。退溪学与阳明学大约处于同时代,面对朱子学在明初以后向着心性道德之学发展的形势,及提出的理论课题,他们从不同方向上发展了朱子的心性之学(或可从广义上称为心学)。阳明学走了体用合一之路,他以“一性”消解心、物对立,将外物移至心中,以期杜绝士大夫外事物以求理的“口耳之学”;而退溪学走了体用重整之路,他分析理、气,心、性,心、理之不同,在“心统性情”的基础上主“性情理气分发”说,侧重理、气在性中及情中的分别。退溪的“四端七情”说是坚持朱子的以“理”为本体的路线,而对朱子心性学的发展,也是对宋明理学乃至东亚儒学发展的贡献。     

“道”、“礼”之辩——庄子礼学研究

三代以礼治天下,礼治是其基本的治国模式。春秋中后期以来,礼崩乐坏,社会失序。儒家试图恢复礼治,重树礼的权威,论证礼的价值,从正面建构了其礼学体系;道家则反思礼治传统,揭露礼治弊端,从道的高度批评和解构礼,由此而从反面建构了其礼学体系。在道家学说中,庄子的礼学思想最为丰厚,甚至可以说,庄子礼学即是道家礼学的代表。一、以道批礼:礼是乱之源道家以道为宇宙的本原和最高主宰,视道为自然界和人类社会运动发展的总规律,列道为治理天下的唯一准则。老子曰:“以道莅天下”(《老子》六十章),即是要求圣王遵守道的原则,无为而治,顺应自然。…     

朱子礼学的形上世界——以理气论为进路的解析北大核心CSSCISSCI

“理和气是道学中两个最重要的范畴”①,基本上可说是包括朱熹理学在内的整个宋明理学的形上学基础。朱熹对理、气与礼乐在形上与形下两个层面的联系,及其在礼学体系中的意义的认识,则构成了他的礼学形上学体系的理论基础,并且由之在其礼学和理学之间架起了沟通的桥梁,使二者在哲学基础方面具有了同一性。     

上博竹书《天子建州》“礼者义之兄”章的礼学阐释

东周时期,针对礼文的形式化弊病,儒家苦心孤诣,力图匡救时弊,强调礼的根本在于内在精神。儒家礼学思想,从"礼物"上表现为一种"尚朴贵质"论,此即《天子建州》"豊(礼)之于宗庙也,不腈(精)为腈(精),不美为美"所蕴含的礼学观;就"礼仪"而言,则体现为"重情",重视人的诚敬之心与内在德性的取向,此即《天子建州》"义(仪)反之,腈(精)为不腈(精),美为不美"所体现的礼学观。儒家力求在历史发展中,礼乐能够质文统一、情文俱尽,简文"礼者,义之兄"即体现出这种礼文质兼善、和谐相济的礼学观念。     

荀子礼学新论

与孔子的礼学相比,荀子的礼论的内涵与性质发生了重大变化,这首先是因为其天人观的演变导致了礼的世俗化,其国家观的演变导致了礼的功利化,其人性论的演变导致了礼的外在化。同时,他借鉴先秦名辨思想对于礼的本质进行了新的论证,将礼的本质定义为“分”与“别”。在现实作用上,苟子突出了礼以别异为基础的名分界定功能,这与其尊君思想相结合,使得礼政治化和形式化。在此基础上,苟子摄仁归礼,重新规定仁、义、礼的关系,导致了儒家道德观某种程度的异变,并使得原始儒家以强调伦理双方间相互性道德义务的五伦思想,开始转向强调一方对于另一方的服从义务的伦理观,构成了从原始儒家的五伦到后来三纲演化的一个中间环节。     

逆性与顺性——荀子人性论的内在紧张

本文从一个新的角度(逆性与顺性的内在紧张 )来讨论荀子的人性论。逆性的思想主要表现于《性恶》一篇。但是 ,荀子的人性论思想不仅表现于此篇中 ,而且还表现于其他篇 (如《礼论》、《王霸》等 )。本文认为 ,在《性恶》以外的诸篇中 ,荀子有明显的顺性思想 ,从而意味着性不恶。针对一般论者只局限于《性恶》一篇来考察荀子的人性论 ,本文强调他篇的意义。本文还试图从几种路子来解释荀子人性论逆性与顺性的紧张 ,并把他的性恶论与韩非以及西方的性恶论略作比较。     

Darwin, Social Theory, and the Sociology of Scientific Knowledge

This essay considers ways in which Darwin's account of natural processes was influenced by economic, ethical, and natural-theological theories in his own day. It argues that the Anabaptist concept of "the gospel of all creatures" calls into question alliances between evolutionary theory and social policy that are based on the dominance of conflictual images such as "the survival of the fittest" and questions the negative images of both nature and God that Darwinism has been taken to sponsor. The essay also considers developments in biology that have called into question dualist accounts of human nature as body and soul, thus reminding us that we are fully a part of the natural world and thus contributing, in turn, to a better theological grasp of God's relation to nature.     

三品到九品 承前与启后——荀悦性三品论阐微

人性问题是荀悦整个思想体系的理论基石和核心问题之一,他是性三品论的坚定拥护者,更是一位承前启后、富有创见的理论家。荀悦提出了"兼取"的理论,认为在性与情的应合互动关系中,还存在一种"兼取"的状态;他还创造性地提出了"性之九品"的主张,把人之三品更细化为九品,将汉代的性三品论又向前推进了一步。荀悦的学说为后世学者提供了可资借鉴的思想素材和研究框架。     

现代新儒家的易学思想论纲

现代新儒家代表人物特重<易传>,他们借助于诠释<易传>来阐发自己的哲学思想.熊十力的易学是以"乾元"为中心的本体-宇宙论;马一浮的易学是以"性理"为中心的本体-工夫论;方东美的易学是以"生生"为中心的形上学;牟宗三的易学是以"穷神知化"为中心的道德形上学;唐君毅的易学是以"神明之知"为中心的天人内外相生相涵的圆教.他们以现代哲学的观念与问题意识重点阐发了<周易>哲学的宇宙论、本体论、生命论、人性论、境界论、价值论及其间的联系,肯定了中国哲学之不同于西方哲学的特性是生机的自然观,整体和谐观,自然宇宙和事实世界涵有价值的观念,至美至善的追求,生命的学问和内在性的体验.他们重建了本体论和宇宙论,证成了超越性与内在性的贯通及天与人合德的意义.     

Mark,Image, Sign: A Semiotic Approach to Spinoza

Instead of reading Spinoza's account of the imagination in an anthropocentric way, as dependent on the traditional doctrine of human faculties, the author considers it as a consequence of his physics and cosmology. Knowledge by signs, as Spinoza calls imagination, has to be rooted in his theory of marks and images, and concerns all beings (human and non human) that are capable of marking and being marked by other bodies in the infinite semiosis of nature.     

Sociobiology and Original Sin

This paper argues that the creation narrative of the Fall in Genesis 2:4b–3:24 is not history and does not contain a doctrine of original sin. The doctrine of original sin as a theory of human nature needs a new foundation. The contemporary science of sociobiology has a theory of human nature that is remarkably similar to major versions of the Christian doctrines of original sin. To incorporate sociobiology's theory of human nature into Christianity is to lay the foundation for a new, ecumenical understanding of original sin.     

论张载之学是易学──与龚杰先生商榷

本文对龚杰先生关于张载之学为“四书学”的观点提出质疑,指出张载之学本质上属于易学,张载的思想体系实以《易传》的范畴与命题为逻辑起点和理论基础,其学说的主题和范畴的主要环节大都渊源于易学。     

张栻早期仁学思想考

张哲学的一个核心思想是仁学 ,以《仁说》为代表。从胡宏问学以来 ,他一直关注、探索仁的问题。张仁学的发展和演变可分为两个阶段 :其一是从裒集旧编《希颜录》、编纂《洙泗言仁录》到修订《希颜录》为一段 ;其二是从争论观过知仁、以觉训仁、朱熹《仁说》到自作《仁说》为另一段。从《希颜录》起开始 ,至撰写《仁说》为止长达十四年之久 ,张一直开拓这个儒学核心观念 ,终于形成其独特的仁学思想。而且这一段时间是在张哲学的形成和发展过程中非常重要的一段时期。前一时期 ,他广泛搜集儒家典籍当中有关仁的孔子言说和颜子言行 ,然后取舍选择 ,确定次第 ,加点北宋理学家和他自己的见解而成的。其主要目的是让学者先了解“求仁之方” ,然后“自进于圣人之门墙”。后一时期 ,以讨论与论辩形式来检讨湖湘诸儒和朱熹有关仁的言说与观点 ,然后提出自己的仁学观点 ,以树立自己的仁学思想。本文集中讨论前一时期 ,即张早期仁学思想的形成和发展之历史过程及其意义。     

Divine simplicity

According to a doctrine widely held by most medieval philosophers and theologians, whether in the Muslim or Christian world, there are no metaphysical distinctions in God whatsoever. As a result of the compendious theorizing that has been done on this issue, the doctrine, usually called the doctrine of divine simplicity, has been bestowed a prominent status in both Islamic and Christian philosophical theology. In Islamic philosophy some well-known philosophers, such as Ibn Sina (980–1037) and Mulla Sadra (1571–1640), developed this doctrine through a metaphysical approach. In this paper, considering the historical order, I shall first concentrate on Ibn Sina’s view. Then I shall turn to the theory of divine simplicity of Thomas Aquinas (1225?–1274), as the most developed and comprehensive version of the medieval theories in Christian world. Finally, I will return to Islamic philosophy and explore the more complicated and mature account of the doctrine as it was introduced by Mulla Sadra according to his own philosophical principles.     

Vygotsky's Theory of Creativity

In Educational Psychology (1997/1926), Vygotsky pleaded for a realistic approach to children's literature. He is, among other things, critical of Chukovsky's story "Crocodile" and maintains that this story deals with nonsense and gibberish, without social relevance. This approach Vygotsky would leave soon, and, in Psychology of Art (1971/1925), in which he develops his theory of art, he talks about connections between nursery rhymes and children's play, exactly as the story of Chukovsky had done with the following argument: By dragging a child into a topsy-turvy world, we help his intellect work and his perception of reality. In his book Imagination and Creativity in Childhood (1995/1930), Vygotsky goes further and develops his theory of creativity. The book describes how Vygotsky regards the creative process of the human consciousness, the link between emotion and thought, and the role of the imagination. To Vygotsky, this brings to the fore the issue of the link between reality and imagination, and he discusses the issue of reproduction and creativity, both of which relate to the entire scope of human activity. Interpretations of Vygotsky in the 1990s have stressed the role of literature and the development of a cultural approach to psychology and education. It has been overlooked that Vygotsky started his career with work on the psychology of art.