| Abstrakt: |
A little later, Zhang Xuecheng (1738-1801) would advance the thesis that "the Six Classics are all histories" ( I liujing jie shi i ), fundamentally eliminating the authoritative status from the Confucian Classics.[25] Northern scholar Fu Shan denounced "the school methods of the Learning of Principle" as "blind in their stiffness and stubbornness", arguing for the revival of the learning of the [pre-Qin] masters ( I zhuzi zhi xue i ) that had long been censured as "heterodox" ( I yiduan i ) by the followers of Dao Learning. The end of the Ming and beginning of the Qing was a transitional period of struggling to break free from the "shackles" of Song-Ming Dao Learning that had been dominant for 500 years, and beginning to seek other roads. There is a strong contemporary interest in discussing issues of culture in China. The differentiation of Wang Learning described above heralded the changes in the style of learning of the late Ming Dynasty and the decline of the [Neo-Confucian] Learning of Principle. [Extracted from the article] |
