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Elementary School and Philosophy: Discussing the Children’s Philosophy in Zhu Xi’s Conscience
Author: Chen Yongbao (Marxist School of Science and Technology, College of Science and Technology, College of Science and Technology)
Source: “News from the Fan Academy of Chinese Studies in the West” Issue 10, 2020
Abstract: Zhu Xi’s childish vision can be discovered in Zhu Xi’s text. This kind of childish view is manifested in “Elementary School”, “Children’s Mist Knowledge”, “Mind Thoughts” and “Zhu Zi’s Words”. Compared with the rigid teaching form of teacher-teacher memorization in modern teaching, Zhu Xi emphasizes more on the question-and-company teaching method. This is similar to the children’s philosophy with children advocated by Lippman and Matheus. So, we found that this kind of teaching method that is popular in various academic circles actually originated from China’s existing philosophical energy. In this way, by exploring the children’s philosophical thinking in Zhu Xi’s science, it will have certain abilities. It is clear that to explore Zhu Xi’s children’s philosophy, we must not only respect Li Puman, the founder of the children’s philosophy, the definition of children’s philosophy, but also explore the unique characteristics of Zhu Xi’s children’s philosophy. Zhu Xi’s children’s philosophical needs include teaching guidance and value guidance, as well as the intrinsic theory of the nature, the knowledge of the study of things and the ethical aspect of self-cultivation and virtue. In summary, it can not only answer the fairness problems of Zhu Xi’s Tong Philosophy, but also open up a feasible new path for the research and development of Chinese Tong Philosophy.
Keywords: Tong Philosophy; “Elementary School”; “Mind Thoughts”; Morality;
Author Introduction: Chen Yongbao, male, from Shulan, Jilin, lecturer at the Marxist School of Science and Technology, Ph.D. in philosophy. The purpose of the important topic is: Tong Philosophy, Zhu Zi
Child Philosophy is a more philosophical research trend in the past ten years. It originated from a teaching plan for children that was created by Lippmann, a major academic philosophy teacher in Colombia in the 1970s. Pan Xiaohui pointed out that children’s philosophy is not a pure theoretical philosophy, but has the characteristics of applied philosophy like political philosophy and teaching philosophy. Children’s philosophy has three meanings: philosophy for children, philosophy with children and philosophy by children. These three meanings are not actually contradictory, but represent three aspects that should be paid attention to in children’s development:
(I) Understand and understand the child’s thinking characteristics, respect and appreciate the child’s creativity and expression (philosophy by children);
(II) People are willing to spend time and spirit to accompany children along the way to philosophical thinking activities, and are willing to focus on children to do philosophy with children all the way to philosophy with children;
(III) Use and develop appropriate teaching materials and teaching methods in a flexible way, including planning of how to do things, how to tell stories, how to ask questions, how to clarify problems, how to discuss, how to talk, how to talk, etc., to guide children to engage in philosophy and thinking activities (philosophy for children)1[1]16.
Above all, it can be seen that children’s philosophy has the following three characteristics: First, children’s philosophy emphasizes the combination of reality and theoretical discussion, but focuses on practice; second, children’s philosophy emphasizes the subjectivity of children and emphasizes the exploration of children’s initiative; third, the focus of children’s philosophy is to cultivate children’s philosophical thinking talents, rather than simple knowledge teaching. These three characteristics of children’s philosophy can all be traced to their existence in Chinese thinking. As the “Yi Shu·Meng Gua” says, “I don’t ask for the child, and I ask for me. I first told you, but I kept telling you again and again, but I don’t tell you. It’s profit.” The sage said, “‘I don’t ask for the child, and I ask for me.’. I want to fulfill my ambition.” This emphasizes the cultivation of active learning for children in a philosophical way. Zhu Xi said, “If people come to ask me, I will tell you if they can.” [2]1746 is also an emphasis on the philosophical initiative of children. In addition, Zhu Xi contains philosophical thinking guidance on “integrity”. For example, if you look at the inquiries of my life, you will tell me the truth about the first divination, and then you will not tell me again and again.”[2]1746 In other words, children’s learning orders are expressed as “integrity” and the essence of Confucians; if doubts are reversed, they will be “indifferent”. This is actually a layer worthy of attention in contemporary children’s teaching. In the training of children’s philosophy, although we encourage children to ask, it is not “indispute” or “innocent questions”, but we should guide them to ask useful questions and ask good questions. This is the discussion content of philosophy for children, such as “how to ask, how to clarify, how to discuss, how to talk, etc.”.
In summary, children’s philosophy and Chinese philosophy are not two clear paths that Wei has. They can achieve the same path in a certain level. Moreover, in the process of children’s teaching, they integrate Chinese traditional thinking, and improve the problem of “focusing on the subject but weakening the family” and “the minority of parents in children’s philosophy” in contemporary children’s philosophy research. [Time Travel/Rebirth] Red Tsing Bei’s “Crossing the Big Boss with Beauty” [Complete + Extra] has a certain promotional effect.
1. Zhu Xi’s childlike view
Zhu Xi’s childlike view is important for children, innocent children, seeking peace of mind, and little son.Expand. Therefore, we can describe Zhu Xi’s childish view from the following four aspects.
(I) The Teaching of Tong Meng
Zhu Xi’s children’s philosophy is often shown in the mood of dialogue. Let’s read a record of “The Legend of Zhu Zi” (hereinafter referred to as “The Legend of Zhu”):
原文典 asked: “‘Gift is taken from others, but I don’t know how to learn from others; gifts come to learn from others, but I don’t know how to teach them.” Jun and Shu talked about the way of those who learned the first two sentences, and the way of those who taught the next two sentences. Taking it is the result of the result. Taking it from others, I teach it by others; In the teachings, they come to learn. Those who take others will teach themselves; those who teach themselves will teach themselves. What is this saying? ”
said: “Things and principles are also very different, but they are just not very different. What I see is only about the teachings. Those who take others are coming to ask me, and IBreak contractsSoul it; those who take others are asking others to teach them. Now I want to recount the next remark: those who take others are “there are friends from afar” and “children ask me for me”; those who take others, That is, ‘I want to be a teacher’, ‘I seek children’.” [2]2228-2229
There should be two aspects for children’s teaching: one is “those who take people, people come to ask me, and I teach them because of this”; the other is “those who take people, I ask people to teach them.” In Zhu Xi’s view, the focus of children’s teaching should be based on the teaching. But there are two aspects that need to be paid attention to: one is that the person who teaches has something to himself, and seeks knowledge by himself, or learns for the sake of learning; the other is that the teacher takes the initiative to teach it, and that is, he wants to be a teacher. Compared with the two aspects, Zhu Xi even turned to the previous one, namely “Children Meng begged me.” That is, “‘Tong Meng’ teaches people that it must be like a child and seeking benefits from others, and that is only good.” [2]1621 This is the first aspect of Zhu Xi’s childhood vision, that is, philosophy for children.
(II) The Way of Little Brother
Zhu Xi’s childhood view has a different concept, namely “Little Brother”. This “little” concept is a frequent appearance of kung fu approach that surrounds children. For example, “Teaching a young man to read poems will not make a breaking chapter.” [2]126 In Zhu Xi’s view, the young man has the source of goodness and has the ability to become a saint. Zhu Xi said, “In ancient times, elementary school had already cultivated the decisiveness of the little son, and it was already a holy treasure, but there was no many knowledge of the holy treasure. It was his seniority, so that he could study