| 儒门论学三题 |
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| 引用本文： | 张文初.儒门论学三题[J].湖南大学学报(社会科学版),2012(6):116-120. |
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| 作者姓名： | 张文初 |
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| 作者单位： | 湖南师范大学文学院 |
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| 摘 要： | 就"学"与"思"的二元性思考而言,儒门重学。纳学于思、以学制思是儒门处理二者关系的两种机制。与尚学相应,儒门崇尚学术的传承。学与传承的同一在中国古代具有历史实在性。"同一"的根源是二者的逻辑结构和学产生的历史渊源:学本身即是指对前人已经形成的知识的接受;在中国古代,"学"源出于"官"。
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| 关 键 词： | 儒学 思 传承 |
Three Propositions with Confucian Idea of Learning |
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| ZHANG Wen-chu.Three Propositions with Confucian Idea of Learning[J].Journal of Hunan University(Social Sciences),2012(6):116-120. |
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| Authors: | ZHANG Wen-chu |
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| Institution: | ZHANG Wen-chu(Liberal Arts College,Hunan Normal University,Changsha 410081,China) |
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| Abstract: | Comparing to the concern of thought Confucianism attaches greater importance to learning. It is Confucian idea that learning includes thought and thought should be controlled by learning. Correspondently Confucian insists the identity of learning and the passing on of learning because of the logic structure of learning and the origin of Chinese learning. |
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| Keywords: | Confucianism thought passing on of learning |
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