從「致知」到「知止」：從黃久庵的艮止思想論《大學》的轉詮意義

From “Extension of Knowledge” to “Acknowledgment of Terminus of Knowledge”: Observing Shift of Wang Yang-Ming School's Focus on Interpretation of Great Learning from Perspective of Huang Jiu-An's Gen Zhi Ideology

陽明歿後，「致知」在內返的工夫中日漸失落了前致的實行義。久庵從救弊意識擴大為對陽明《大學》詮解系統的反省，轉以「知止」作為《大學》宗旨。在「知止」綱領下，他從艮合內外的模式統貫格致關係，並提出「格物為致知功效」的新解，一方面在肯定立體工夫上的優位性，一方面規約致知向外落實人倫的工夫走向，試圖在朱、王學求外與務內之失中，另闢以心地工夫為本、以實學為實踐導向的新途。在思想意義上，他以艮止為中心所構成的解釋系統，在義理上表現出鮮明的致用性格，以「知」攝「物」的解釋，也使得知、行在知、物關係的重整中更為密合。他以艮止義注入「致知」以強化人倫價值的做法，對明末的王學修正運動，以及清初實學提倡的轉進，可謂具有先驅的意義。

After the decease of Wang Yang-Ming, such emphasis decreases the importance of practices in which formerly embedded in the introspection of “Extension of Knowledge.” In order to correct the deviation, Jiu-An deepens the reflection on Yang-Ming’s interpretation system of the Great Leaning by consulting I Ching, All of these efforts add up to “Acknowledgment of Terminus of Knowledge” for Jiu-An as the principal of the Great Learning. He deals with the themes of Substance of Mind, Substance, and Function, etc. Under the guideline of “Acknowledgment of Terminus of Knowledge,” he completes the bonding of Investigating Things and Extending Knowledge with the mode of integrating internal and external world to propose a new understanding of “Investigation of Things functions as the effect of Extension of Knowledge,” which on one hand affirms the priority of establishing Substance in cultivating a person’s character and on the other hand regulates the direction of implementing Extension of Knowledge on human relations. With the understanding of the misstep within the practice of seeking the outside and cultivating the inside of Wang Yang-Ming School and Zhu Xi School, Jiu-an aims to explore an alternative approach which is based on mind cultivation and oriented to the Practical Theory. Ideologically speaking, his interpretation system which centers around the idea of Gen Zhi philosophically shows the conspicuous practical characteristics. His interpretation of integrating “Things” into “Knowledge” also tightens the relations of Knowledge and Practice in the reintegration of Knowledge and Things. His approach of adding the Gen Zhi to “Extension of Knowledge” to value the ethnics play as a pioneer to the movement of rectifying Wang's school in the late period of the Ming dynasty and the promotion of the Practical Theory in the early period of the Qing dynasty.