中國古代經典的詮釋與重建問題，受傳統經解影響、與西方哲學理論體系的衝擊，已成為當前時代課題。對一般人而言，經典多半也只被視為道德勸諭與禮教規範看待，甚或只為應付考試而具工具價值而已。而從學術角度來看，則相較於西方理論建構的完整性，中國古代經典似乎缺乏道理整體之建構，致使其價值遭受到嚴峻質疑及低估…。事實正好相反，《論語》思想，因直從人本身(平凡事實)及人倫存在道理切入，故一方面既可是針對每人自己生命極為具體之教誨；而另一方面，更可作為人類存在道理其正確性之建構。經典內在所蘊含的道理深度及細緻程度，並不亞於西方思想。甚至，中國文化精神之所以別異於西方文明而走出截然不同的方向，亦非偶然形成之差異，而是出於對道理深刻的自覺而產生。這些，都可透過經典文本的深入探究而清楚見得。藉由閱讀經典，從而反省自己生命與人類存在更為真實之可能；亦藉由閱讀經典，更深一層了解與反思中國文化的深邃與真實內涵。
本課程作為《論語》後續深層閱讀的先導課程，我們把重點放在以下幾個方面：
一、指出傳統經解、新儒學在經典詮釋上的差異情形、成果、及其侷限。
二、探討儒學在世界文明中的特殊性與價值定位。
三、展示閱讀《論語》的可能方式途徑。並透過文本章句的深入導讀，引導同學對經典內涵進行深度探求。
本學期課程操作，主要以主題式討論及比較式討論的例示講述為主。藉由這些講論，一方面使同學體會經典與吾人生命內在深刻的連結性，同時藉由文本章句的深層閱讀，在了解經典深邃而真實的內涵之餘，亦藉以反省時代現實之問題。待同學對《論語》閱讀有其基本認識與體會之後，未來，則可進一步地以各篇整體脈絡分析的討論方式，更進一步進行經典的深層閱讀。對《論語》所可能涵蓋道理的完整性，深入探求。The problems and reconstruction of ancient Chinese classics have become the topic of the current era due to the influence of traditional scriptures and the impact of the Western philosophy and theoretical system. For the average person, most of the classics are only regarded as moral persuasion and ritual and religion norms, or even have tool value for the examination. From an academic perspective, compared with the integrity of the construction of Western theory, the ancient Chinese classics seem to lack the construction of the whole, which has caused its value to be severely questioned and underestimated ... The fact is just the opposite. The idea of "The Analects of Confucius" cuts in from the principles of the existence of people (ordinary facts) and the existence of humanity. The construction of its correctness. The depth and meticulousness contained in the classics is no less than Western thought. Even the reason why Chinese culture is not different from Western civilization and is very different in the direction, nor is the difference between accidental formation, but because of the deep consciousness of the truth. These can be clearly seen through the in -depth exploration of classic texts. Through reading classics, it is more realistic to reflect on their own life and human beings; and through reading the classics, we have a deeper layer of understanding and reflection of the deep and true connotation of Chinese culture.
This course, as the follow -up deep reading courses for the follow -up of the Analects, we focus on the following aspects:
First, point out the differences, achievements, and limitations of traditional interpretation of traditional scriptures and new Confucianism in classic interpretation.
2. Explore the particularity and value positioning of Confucianism in world civilization.
Third, show a possible way to read the Analects of Confucius. And through the in -depth guidelines of the text, guide students to conduct in -depth search for classic connotations.
The course operation of this semester is mainly based on the examples of theme discussions and comparative discussions. Through these descriptions, on the one hand, the classmates experience the profound connection between the classics and our lives. At the same time, through the deep reading of the text and sentences, they also understand the classics of the classics and the real connotation. After the classmates have their basic understanding and experience of the Reading of the Analects, in the future, the discussion methods of the overall context analysis of each article can further conduct classic deep reading. The possibility of the Analects of Confucius can cover the integrity and explore in -depth.
皇侃：《論語集解義疏》
朱熹：《論語集注》
劉寶楠：《論語正義》
牟宗三：《心體與性體》一至三冊
蔡仁厚：《孔孟荀哲學》
蔡仁厚：《中國哲學史》上冊
譚家哲：《論語平解》
錢穆：《論語新解》
Huang Kan: "The Analects of Confucius Collection"
Zhu Xi: "Analects Collection Notes"
Liu Baonan: "The Confucian Justice"
Mu Zongsan: "Heart and Body and Sex" one to 3 volumes
Cai Renhou: "Confucius and Mencius Philosophy"
Cai Renhou: "History of Chinese Philosophy".
Tan Jiazhe: "The Analects of Confucius"
Qian Mu: "New Explanation of the Analects"
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 Secondary entrance examination |
30 | 筆試 |
| 期末考期末考 Final exam |
40 | 書面報告 |
| 課堂小組報告課堂小組報告 Class group report |
15 |
