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In the actual experience, the three-person discussion between Chinese and Western learning
Author: Fang Chaoxi, Yu Zhiping, Liu Liang Liu
Source: The author authorized the Confucian network to release, original article “Pengpai News” September 22, 2022
In the spring of 2022, Fang Chaoxi, the Department of Major History of Qing Dynasty, issued the book “School of Middle School and Western Studies” (Central Editing and Translation Book Club). More than 500,000 words have been used to discuss the major problems in the history of modern Chinese academics, which has attracted attention from the academic community. At the end of the summer, Fang Jie taught the visitor to visit the scholar, and taught Yu Zhiping, the Department of Philosophy of Shanghai Road, to “clear discussion” in the academic subject of “Study between Chinese and Western”. Liu Liang, a professor of the Department of Philosophy of Huadong, was taught by Liu Liang. Dr. Joanshui, Shanghai Science and Technology Cooperation and PhD student at Huadong University are here. We believe that in the condition of mutual borrowing and integration between Chinese and Western learning, we need to distinguish the difference between the two: Western learning takes satisfying the mind and seeking knowledge as its internal motivation, while Chinese learning focuses on cultivating one’s own nature and pursuing the actual problem; the former is a tradition of seeking knowledge, while the latter is a tradition of energetic worship. Disagreements in academic questions also require different subject classification methods. Differences from the traditional four-ku, six-family and seven-story academic classification methods. My mother also said that you are the manager? “It is not suitable for the energy of Chinese traditional civilization, and its energy connotation is differentiated and concealed. On the other hand, learning Chinese and Western learning is not a problem that needs to be considered whether the original Chinese and authentic Chinese learning can be sufficient and whether it is necessary to accept Western learning. The following manuscript will be recorded by Eurining and Xu Erhui (Huadong Master and Major Philosophy Department Student) and then corrected by the talkers.
“School and Western Studies: Reading Modern Chinese Academic History (Revised and Added Edition)” was written by Fang Chao, the center compiled and translated the bookstore , March 2022 edition, 98.00 yuan
Two “original”
Liu Liang Liu (hereinafter referred to as “Liu”): Teacher Fang Chaoyang just published the book “School of Middle School and Western School” this year, and Teacher Yu Zhiping also published the book “The Incident of Philosophy in China’s Foreign Country” a few years ago. Both books are exposed to the related issues between middle school and western school. Let’s talk about this topic tomorrow. Teacher Fang’s view is very clear and he is not so satisfied with the current situation between middle school and western school. Don’t know if you understand this way or not?
Fang Chaoyang (hereinafter referred to as “Fang”): The master can think I’m over the scoreStrengthen the difference between Chinese and Western learning. I am not emphasizing the difference in ordinary Chinese and Western meanings, but emphasizing that Chinese and Western learning is not a unified type of learning. We can use Eastern resources to study China, or we can use Chinese eyes to look at Eastern Europe. None of these problems, but there are many different ways to learn. I am not opposing the mutual borrowing and integration between the questions of China and Eastern China, but I believe that we must first distinguish where the difference is. Since the late Qing Dynasty, Chinese students have been more accustomed to looking at Eastern learning from the eyes of Chinese people when they understand Western learning. However, our Chinese have been learning for thousands of years to govern the country, to cultivate one’s own character, or perhaps to clearly decide on actual problems, so it is difficult to truly understand that the Greeks did not based on this kind of learning from the very beginning. Of course, Western learning is not complete and has no practical ingredients. You can also see some in-depth concerns and thoughts about solving social actual problems in Sucrates, Plato, Veber and others. However, if you focus on the internal motivation of learning from the most basic level, you can say that the important thing about learning in the East is to satisfy your sense of wonder and seek knowledge. Although this kind of pursuit is not complete in China’s thousands of years of tradition, it is basically not mainstream. Therefore, in most cases, Chinese students find it difficult to truly understand or accept Eastern learning questions. Later, Oriental Sciences formed a classification system, like the subject classifications that we are very familiar with tomorrow including literature, history, philosophy, etc. In modern times, we have used this complete set of Oriental Science Systems and Concepts to clean up the Chinese energy traditions generated under the complete divergence of the situation, which resulted in the Chinese tradition being differentiated, dismembered, and cut off, which I call “the dismemberment of five horses”. Sincerely, there is also a positive meaning of cleaning up, but at the same time it also covers or claims to discard the complete things in Chinese tradition. This is an important point for me, and it was very clear 20 years ago.
Yu Zhiping (hereinafter referred to as “Yu”): Chao Xi means to accept things from the East in its original form.
Preface: At the same time, we must also adhere to our own traditions.
Yu: Yes, two “original flavors”.
Fang: On this basis, the collision and fusion between Chinese and Western learning is very good and should be done.
Yu: I will combine it: not only opposes the use of Western learning to cut secondary school again, but also opposes the use of the unique and solidified thinking of traditional Chinese learning to cut Western learning. But this is difficult and almost impossible, because any receiving subject can’t finally get out of its own thinking and writing. It is impossible to ask for oneself to “original flavor”. Even if it is a pure inheritance of foreign country civilization, changes are certain, and it is impossible to truly realize “original flavor”.Original flavor”.
Liu: Teacher Fang emphasized the differences between Chinese and Western styles in terms of types, and href=”https://sites.google.com/view/sugarpapa”>Baobao.com cannot “sight to the west” or “sight to the west”. To understand the East from a practical perspective of sensibility, this cannot master the essence of Western learning.
Fang: In fact, Chinese students cannot follow The dialogue among the top philosophers in the East is also certainly because Chinese students always treat Western learning according to the methods of Chinese learning. They often think that learning by Eastern students is based on the same concerns and goals as us. Although there is indeed a place for interspers between Chinese and Western learning, if the difference between Chinese and Western learning is neglected, you can get through the traffic without the same journey.
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Liu: I am still skeptical about what I say below. Aristotle divided knowledge into three categories, including theoretical knowledge, practical knowledge and technical knowledge. In the East, in addition to the interest in theoretical knowledge, there are still strong Integrate conditions Seek the tradition of practical knowledge, ethics, politics, religion, etc. are all very developed.
Fang: Aristotle emphasized that ethics is a part of politics, and he also valued this practical wisdom and clearly proposed the term “phronesis”. It is actually that when we Chinese understand that Aristotle’s ethics and practical wisdom, we have a very single aspect, that is, we believe that Aristotle’s research and wisdom is to seek practical wisdom and solve practical problems. When Aristotle discusses practical problems, he treats practical wisdom as a kind of knowledge. His books on “Nicomasc Ethics” and “Politics” are not It was developed from a specific plan to solve the actual problems of Athenian city-states, etc. This is similar to the difference between the worship of God and the worship of God. When discussing the practical problems, Aristotle still developed from the perspective of cognition and speculation. We read Aristotle’s discussion on practice and ethics, and we cannot get how to be a human being, how to cultivate one’s self, how to cultivate one’s self, how to cultivate one’s heroic spirit. The plan for quality these problems comes. When Aristotle discussed this problem, his brain was awake. He emphasized that the structure of virtue is different from the knowledge of virtue. His mission was to establish the knowledge of virtue, but he also realized that the structure of virtue is cultivated in his career. A man with heroic knowledge does not mean that he is a heroic person. Aristotle TC: