【孟琢】正名、裁斷與統系：東漢經學一統一包養網心得年夜勢中的許慎經學

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Correction of name, clarification and system: Xu Shen’s study in the sectarian dynasty of Donghan. Author: Meng Zhuo (Beijing Teachers’ Literature Institute, the middle school of literary and cultural discussion in customs and classics, the middle school of Chinese writing collection and regulatory discussion)

Source: “Zhongshan Academic Journal” (Social Science Edition) 2023 Issue 6

Abstract: Xu Shen is a key figure in the sectarian dynasty of Donghan. As the coordinated position of Donghan school, “Baihu Tong” is a learning system from the Yitang, representing the general learning form with modern literary studies as the main body, and the body is a three-level academic task of rectifying the name of voice, clarification, and the system of heaven and man. “Five Differences” inherit the purpose of “White Tiger Tong”, and ruled that it integrates the present and the past and present, representing a academic system based on ancient Chinese studies from Confucian scholars. “Shi Wen Jiezi” was written in a comprehensive manner and was fully communicative with “Bai Hu Tong”, representing the complete form of Xu Shen’s study. It self-forms the correct name by learning and clarifies the characters of Han to break the words. Through the characters of Han, it constructs the order of Liuhe people, and creates a macro format of Xushen and integrates primary and secondary school studies.

How to reconstruct the unity of academics is the most basic problem facing Donghan school. Since the Xuan and Yuan dynasties, with the rise of doctoral chapters and the struggle between modern and modern literature, various schools have said that the alien bees have emerged, and a scientific situation of breaking, chaotic and chaotic conflict has emerged. In response to this crisis, Liu Xin adhered to Liu Xiang’s general learning format, and used his talents to establish the academic system of heaven and man in ancient and modern times, and tried to realize the realization of the system of learning from the beginning. With Wang Mang’s agile collapse, Liu Xin’s academic hall was also filled with smoke. Despite this, its academic performance has deeply affected the purpose of the overall design of Donghan school. The Donghan Dynasty advocated the study of Tongzhi, vigorously pursued the civilized policy of unified learning, and formed the style of Shangtongshengbao. Students in Donghan have written and promoted the general education, constantly breaking the imperfection of doctoral law, and a large number of scholars who are knowledgeable about the modern and ancient times have emerged, laying the foundation for academic foundation for the academic system. Based on traditional historical events, Zheng Xuan completed the academic system and had a historical position of intercepting the flow of people. In fact, Zheng Xuan and Donghan have a deep understanding of the pure source of learning. He is the continuator and integrator of learning the unity, rather than the twister from breaking to unity. Before Zheng Xuan, whether it was Ja Kui, Ma Rong, Xu Shen, or He Xiu, they could all learn a unified overall structure.

In this wave of historical plots, Xu Shen is a key figure. Since the Qing Dynasty, scholars have conducted in-depth research on Xu Shen’s study. On the one hand, the Qing people’s excerpts and excerpts of the “Five Evolutions” (later called “Free Evolutions”), and Chen Weiqi’s “Five Evolutions and Extraordinary Certificates” were the most outstanding. On this basis, the ancients explored the academic characteristics, academic differences and political connotations of “The Legend”. On the other hand, the Qing people discovered the relationship between “Shi Wen Jiezi” (later called “Shi Wen”) and the Five Dynasties from the perspective of elementary school, and concentratedly assessed the school differences and characters used in the “citation” of “Shi Wen” and more than forty works have been passed down. In the history of modern academic studies, students such as Ma Zonghuo and Huang Yongwu have fully introduced the “quotation” of “Shi Wen” and combined it with the compilation rules of “Shi Wen”. Despite the great results from future generations, Xu Shen’s research still has sufficient room for expansion: First of all, the discussion on “The Legend” focuses on the dispute between modern and modern literature, and relatively neglects its academic identity with “White Tiger Tong” in reconstructing academic discipline. Secondly, the academic research and discussion of “Speaking and Literature” focuses on the “book certificate” and “introduction”, and lacks the grasp of the overall theoretical path of “Speaking and Literature”. Finally, in modern academic systems, “Distinctive” and “Speaking” are divided into different academic fields, and the researchers also lack the development of integrated general forms of academic relations between the two. Because of this, this article aims to use “Baihutong” as the historical coordinate to conduct a comprehensive assessment of “Extraordinary Issues” and “Speaking Literature”, so as to deeply understand the rationality, characteristics and historical meaning of Xu Shen’s learning, and promote the new development of academic history research in the two Han Dynasties.

1. The coordinates of learning: “Baihutong” and Xu Shen’s study

Exploring Xu Shen’s study should start from the essence of “Difficult” and “Baihutong”. Regardless of whether the school is different or the pursuit of a unified personality, “White Tiger Tong” is a key coordinate for learning with caution. Regarding the goals of the White Tiger Viewing Conference and the nature of “Baihu Tong”, the perspective of students’ conflicts between modern and modern literature, most of them believe that “Baihu Tong” is a collection of modern literature, and a few believe that it is towards ancient literature, and some people believe that it is a work of modern literature learning [1]. Gao Yongyi’s view is worthy of attention. He believed that the dispute between modern and modern literature is not an important topic of the White Tiger Viewing Conference, but rather, by introducing the ancient literature, he said, “For the disagreement between the law of the teacher, a solution from outside the chapters and sentences, it shows the adjustment attitude of Donghan’s academic study in seeking to overcome the shortcomings of chapters and sentences” [2]. We believe that “Baihu Tong” is not a product of the conflict between modern and modern literature, but a break from the academic chapters and sentences of the Donghan Dynasty, and is self-educated to rebuild the central middle circle of learning. Chapters and sentences are originally an example of annotation. According to the study of scholars such as Momo, Dai Junren, and Lin Qingzhang, if Han Ru wants to become a doctor, they must establish an independent academic system to discuss the problem, thus developing increasingly complex chapters and sentences, which greatly strengthens the doctoral student. Since the late Western Han Dynasty, the traditional and different sentences and different meanings have led to the crisis of academic decisiveness. If you want to rebuild the academic system, you must decode the sentences and break the differences, break the doctoral students to promote general education. This is the basic direction of Donghan academic policy. Emperor Guangwu’s revengeA biologist gave a slogan to slogans in the first year of Zhongyuan (56); in the first year of Yongping (58), Fan Yan once again suggested slogans in the first year of Emperor Hanming (58), “to remark the five different words” [3]. Fan Lu is a student of “Gongyang”, and it can be seen that modern literature also adopts the attitude of describing the chapters and sentences, which is consistent with the same position in ancient literature. In the fourth year of Jianchu (79), Emperor Zhang summoned the White Tiger Observatory, which was followed by the academic policies of Guangwu and Emperor Ming. “The Book of Confucianism and Confucianism” says:

Han inherited the tyrannical Qin Dynasty, praised the Confucianism, and established five chapters to establish doctors. Later students were diligent, and even if they were called Chenggong, they were also famous masters. Emperor Xiaoxuan thought that the saints had been far away for a long time and could not learn from them, so he established Daxiahou’s “Shang Shu” and later the “Yin Yi”. In Jianwu, the “Year” of the Han and the Shou family, and the “Legend” of Da and Xiao Dai, were renamed. These are the reasons why they helped to study in microscopy and respect the art of Taoism. In the first year of Zhongyuan, there are many chapters and sentences in the five chapters, so I want to reduce my scrutiny. In the first year of Yongping, Changshui Commander Lu reported that the late emperor was in great service and implemented it in time. To make the Confucians correct their moral principles, they can help students themselves. (“Later Han Book·Zhang Di”) [4]

This book has three connotations: First, Emperor Zhang reviewed the evolution of the doctoral system since Emperor Wu and Emperor Xuan, and emphasized the academic policy of “respec TC: