中晚明時期的講學宗旨、《大學》文本與理學學說建構

Philosophical Doctrine, the Great Learning and the Building of Philosophical Schools by Confucian Scholars in the Middle and Late Ming Dynasty

本文旨在探討中晚明時期產生新興理學學說的一種重要而普遍的模式，這個立說模式可以概括為「講學須有宗言，宗旨源於《大學》」。本文首先從黃宗羲《明儒學案》的提示出發，指出中晚明時期思想界存在講學宗旨林立的特殊學術現象。論文進而檢討當時理學學者為何要紛紛建立宗旨，以及在講學活動中宗旨對於講者和學習者的重要意義。接著討論講學宗旨的來源和產生途徑。這個問題與當時圍繞《大學》文本和詮釋而產生的紛繁複雜爭論密切相關。論文以對王陽明、李材、劉宗周三個個案的具體研究來說明，《大學》是明儒講學宗旨最為重要的經典憑藉，通過對《大學》進行文本改訂和重新發釋，在追求定本和定解的口號下，學者從中提揭出各自的講學宗旨，並據以建立一己之學說。本文的結論指出，中晚明時期盛行於士人中的改《大學》、拈宗旨、興講學三種學術現象，是新的理學學說成立與學派建構的主要因素。而與這些現象同步的是當時理學學派鼎立、各主其說的多元思想文化現象。

This paper begins with an analysis of zongzhi (philosophical doctrine), a widely used concept in the middle and late Ming Confucianism. The paper argues that it was the fundamental notions of achieving learning by oneself (zide) and the discourse of philosophical doctrine that drove the creation of original arguments and scholastic activities more generally in the sixteenth century. The Daxue (great learning), the most important Neo-Confucian classic in late imperial times, has circulated in a large number of versions since Northern Song times. I first analyze the most cited versions, identifying especially the differences between Zhu Xi's orthodox version and the so-called Old Text derived from the classic Record of Rites. The latter version gained ascendance from the late fifteenth century when Wang Yangming's school strongly advocated it. To distinguish himself from both Zhu Xi and Wang Yangming, Li Cai provided a new version of the Great Learning by rearranging the texts of the Old Text and Zhu Xi's version. Li formulated his own philosophical doctrine from this new version and summed it up with the term zhixiu, an abbreviation of the phrases zhi yu zhishan (abiding by the supreme good) and xiushen (self cultivation), phrases that denote key notions in the Great Learning. This study finds that three elements were common and crucial to the founding of a new philosophical school in the middle and late Ming times: the new version of the Great Learning, the attention to key, terse expressions of doctrine, and organized lectures.