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The integration and complementation of ideological history and academic history: A century-long look back at the late Qing Dynasty’s “Gongyang School” seminar
Author: Yang Zhao (Doctoral Graduate School of Thought and Civilization Research Institute of Southeast China)
Source: “Original Dao” No. 38, edited by Chen Ming and Zhu Han, Hunan Major Study Club published in September 2020
Content summary:The mainstream opinion in the academic world believes that “Gongyang” is the study of “small meaning”. The study of “Gongyang” in the late Qing Dynasty was just organized into the Changzhou school of learning Wei Yuan, and finally Kang’s modern literature study.
But this opinion has gone through three periods: 1. The founding period of the People’s Republic of China. This stage of the two factions was formed. The historical perspective of the modern literature research has been constructed by the perspective of the historical perspective of the modern thinking. From the perspective of academic history, Zhang Taiyan criticized the Changzhou school and Yang Wei and others, and praised the “Gongyang” study of Ling Shu and Chen Li.
2. The mainstream view structure period. This period of time, the literary academic community is a unique family. Ling Shu and Chen Li were denied and watched lightly. From the perspective of academic history, the emphasis on Ling Chen’s money, Duan Xizhong and others were in conflict with the influence of thinking about history.
3. New era. Some scholars such as Cai Changlin and Zeng Yi have reflected on the current literary thinking form, but their thinking is still preliminary. Therefore, it can be recommended by the website that the modern literary theory is a historical conclusion, not an eternal truth. The study of “The Ram” in the late Qing Dynasty should go beyond this subject, and pay more attention to the non-“original” Gongyang family such as Ling Shu and Chen Li.
Keywords: Ling Shu; Chen Li; Modern literary studies; Late Qing Dynasty “Gongyang” study
1. Introduction
The mainstream opinions in the academic world believe that since the late Qing Dynasty, modern literary studies have emerged from the beginning and become the last night of the Qing Dynasty. The important representatives involved were the Changzhou school, mainly the Zhu family. After the reign of Emperor Zhen and Wei Yuan, Kang Youwei and Liao Pingji were the major winners.
This study presented the full picture of “The Ram” in the late Qing Dynasty at the age of many years, and did not receive sufficient observation. If we remove the vision from this whole system, we will find that many famous scholars in the Qing Dynasty who governed the “Ram” or the “Ram” were ignored. Huiqi’s “Gongyang Anyi”, and ram scholars like Ling Shu and Chen Li have not received the due attention. Therefore, we may say that the literature study in the late Qing Dynasty was later studied.Those who stand on the basis of a certain standard are important.
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(Huiqi)
YangPreparation priceStudents such as Xiang Kui, Chen Qitai have discussed this standard, believing that the difference between Changzhou students and other students is that Changzhou students focus on explaining the theory of “Ram”. Other scholars such as Ling Shu and Chen Li are not. “Liu is the ‘professional people recognize its bigness’, and Ling is the ‘professional people recognize its smallness’.”
Even if Ling Shu and Chen Li governed the “Gongyang”, Hui Qi also wrote “Gongyang”. These results are not as good as the final achievement of the late Qing Dynasty’s “Ram”. We don’t care whether the judgment is suitable for historical truth. It is understandable to take self in this way, as long as they say it is justified.
But the problem is that the literary scholarship today has increasingly become a unique voice in the academic world. The thinking of many students has been completely covered by the thinking of modern literature. They believe that the modern literary trend is the real history of the development of the “Ram” in the late Qing Dynasty.
This trend needs to be restored. With this development, the academic world has also fallen to the reflection ability of Teacher Yang Xiangkui, who is like his own teacher, on the trend of modern literature. Some students in the academic world, such as Cai Changlin, Huang Kaiguo, Zeng Yi, Guo Xiaodong, etc., have noticed this problem. However, their explorations did not focus on the modern literary thinking and construction of oneself, so they were not profound and profound.
This article test paper examines the courses of the study and research of the late Qing Dynasty “Ram” to assess the courses formed by modern literature research and explores whether other research can be achieved.
2. Construction of two development links
Students in the late Qing Dynasty had already realized the era of their deep learning style. This is because the discussion on modern literature studies started with the students involved themselves. For example, Liang Qichao sorted out one of the motors that sorted out the Qing Dynasty’s academic studies as a participant and understood the situation of modern literary studies in the late Qing Dynasty. “There are two ways to write this article. First, Hu Yi said to me: “The ‘nowledge of literature’ in the late Qing Dynasty, and the influence of the world of thinking is huge. My son should have some people who are actually working with him.”
The first students to learn this are Zhang Taiyan, Liang Qichao and Master Mo. Zhang Taiyan, Liang Qichao and Xuan Mu stood on their own stands, and established a completely opposite late Qing Dynasty “Gongyang” structure. Jiu Mu and Liang Qichao have built more from the perspective of thinking history.The inheritance of modern literature that is very different from tomorrow. Zhang Taiyan is more from the perspective of academic history and has a light attitude towards modern literary scholars such as the Changzhou School.
The “Trend of Modern Literature in the Late Qing Dynasty” includes two meanings: 1. The trend of thinking about the historical aspect and the world-oriented learning of learning that seeks theory has emerged; 2. The emphasis on the historical aspect of learning on the academic level, and the development of modern literature represented by Gongyang Science.
(I) The relationship between thinking about the historical perspective
Liang Qichao and Mo Mu both believed that they wanted to “small meanings” and advocated “comprehensive application” as the family law of modern literature learning based on “Gongyang” as the middle. Money Mu said: “Changzhou’s speech and learning are the main principles of being a minor word, but they are in the way of heaven and human affairs… They must be based on the light ancient times and pay attention to the current affairs.” Liang Qichao’s “About the Academic Study” was first written by the preface, and the trend of thoughts in the Qing Dynasty. The content of the whole book is a striking statement of the trend of thought. “There are many people in the Qing Dynasty, and it has become a tide, with the colors of the movement of the times. In the first half of the period, it was ‘testing and ‘comprehensive literature’ in the second half of the period.” What he said is “specializes its subtle meaning.”
Based on this standard, both Xuan Mu and Liang Qichao believed that the current literary program had blackened Ye’s reputation and embarked on the path of stardom step by step. Finally, in entertainment, the most representative students were Huang Zizhen and Wei Yuan. Liang Qichao said, “Those who are strong in literature today must recommend Long and Wei.” Xuan Mu even directly named his department that describes the Changzhou school in “The History of Chinese Academic Studies in the Nearly Three Hundred Years” “Yong and Ding’an”. The two men, Huang and Wei, were not as good as Changzhou Zui and later Kang and Liao. Especially, he cherishes his political and historical studies that criticize the times are far away from his modern literary works.
The other scholars who were studying “Gongyang” in the late Qing Dynasty, such as Ling Shu and Chen Li, were not in the assessment and vision. Liang and Money, the two teachers, can already explain the error between the literature and the development of “Gongyang” in the late Qing Dynasty. Not all those who managed the “Ram” in the late Qing Dynasty were included in their assessment scope. Not all scholars who fall into their own vision are known as the Ram.
In terms of specific structures, Liang Qichao sorted out the founder of the literary scholarship system in the late Qing Dynasty, and later Liu met wi