从朴学到理学：钱穆学术思想研究

发布时间：2018-06-18 13:49

本文选题：钱穆 + 清代学术史　；参考：《南京大学》2012年硕士论文

【摘要】：本文主旨通过细读文本入手,梳理相关文献,尝试勾勒出钱穆(1895-1990)学术思想的发展进程。钱穆的学思进程可分三期：第一期,从古文转治理学继而转向考据学(上个世纪初在中小学教书至三十年代初大学任教前)；第二期,从朴学再转向理学(三十年代初入大学任教至四十年代离开大陆前)；第三期,从理学到晚年归宗朱子(四十年代末旅居港台至九十年代初去世止)。此文以钱穆研究清代学术的治学历程为主,对其学思进程中若干关节点进行考察,从而探讨其学术思想的三期发展过程及相关问题。全文共分四章,以下简要介绍各章论述要旨：第一章以《师友杂忆》、《墨子》等撰述为考察中心,通过探讨钱穆对其早年治学次第的建构、墨学的研究,阐述他从古文转治理学再转向考据学的发展过程及其原因。钱穆转向考据学,源于当时风靡学术界的诸子研究,而其诸子研究又导源于胡适《中国哲学史大纲》所展示的史学革命典范。钱穆深受此典范影响,但又能借鉴胡适“科学的方法”与梁启超等学人的思想资源,并超越胡适的研究典范,最终建构出自成一格的诸子学研究体系,在三十年代以考据学名家,跻身主流学术界。第二章以《论语要略》、《先秦诸子系年》、《老子辨》等撰述为考察中心,以二三十年代的《老子》成书问题之争论作为切入点,探讨钱穆转向考据学的具体过程、考据观点的形成原因及相关问题。因钱穆早期撰述不足徵,目前学界对其早年转向考据学及考据观点形成等具体细节的论述,基本上都处于语焉不详的状态。此章通过梳理相关文献,同时对钱穆撰述的不同版本进行对勘,发掘出被作者删掉的关键材料,解读论述中的言外之意,对此问题进行考辨,并阐发其学术意义。钱穆的《老子》研究有两个重要观点：一者,《老子》成书后于《庄子》内篇；二者,孔子不撰《易传》。钱穆观点的形成,一方面是其自身学思进程发展的必然结果；另一方面又与当时各种新旧思潮,尤其与梁启超和胡适二人观点的影响是分不开的。第三章以《国学概论》、《中国近三百年学术史》、《清儒学案》、《中国学术思想史论丛(八)》等撰述为考察中心,通过探讨三十年代钱穆清代学术研究体系之建构,及其与梁启超、胡适思想观点的差异等问题,从而阐述其第二期学思进程,即从朴学再转向理学的变化过程及相关问题。钱穆的清代学术研究有三个重点,其一,提出黄宗羲亦是清学开山之一,反对顾炎武是清学唯一开山说；其二,提出吴皖不分帜,且重新评价乾嘉考据学；其三,提出“每转益进”说,取代“理学反动”说。第四章以钱穆《中国学术思想史论丛(八)》、《素书楼余渖》等撰述为考察中心,通过细读文本,比较《论丛八》版本流传与差异、文章增删修改等具体情况,从而探讨钱穆旅居港台后,他在大陆时期所建构清代学术研究体系的后续发展变化,以及他晚年学术思想从理学到以朱子学术作为最后归宿的转折过程及相关问题。以上所述,大致概括了钱穆三期学思进程的主要范畴。文章撰写方面,则以铺陈材料与考订分析相结合,将钱穆撰述中最主要与鲜为人知的材料提炼出来进行组织,尝试还原与展现钱穆学思进程的若干关节点,勾勒其发展脉络。为此,本篇还针对各章内容需求,制作成若干附表,附录于各章节后,以供相关论述之参考。另外,为便于对钱穆学术思想发展进行考察,笔者根据所掌握材料,对其生平著述版本、撰述与刊载时间、编纂情况、学术活动、学思进程等问题,进行较为详密的考订,纠正钱穆《师友杂忆》的误记以及目前研究的若干失误,编纂成八万余字的《钱穆著述编年》,附录于全文后,为学术界的钱穆研究“拾遗补阙”及解决相关问题。
[Abstract]:The main purpose of this article is to review the relevant literature and try to outline the development process of Qian Muwei (1895-1990) academic thought. The course of Qian Muwei's academic thought can be divided into three stages: the first stage, from the ancient literature to the textual research and then to the textual research (before the beginning of the last century, before the primary and secondary school teaching to the beginning of the early 30s); the second period, from the park and again In the third period, the third period, from the beginning of the year to 40s, was returned to Zong Zhu Xi (after the death of Hong Kong and Taiwan to the beginning of 90s in the late 40s). This article is based on the study of the academic history of the Qing Dynasty by Qian Muwei. The three stage of development and related issues are divided into four chapters.
The first chapter is written as the center of investigation, including "teachers and friends", "Mo-tse >" and so on. By discussing the construction of the secondary school in his early years, Qian Muwei studies the development process and the reasons of his transition from the ancient Chinese to the textual research. Qian Muwei turned to the textual research, which originated from all the scholars in the academic circles at that time. Qian Muwei was deeply influenced by Hu Shi's outline of the history of China's philosophy of philosophy. But Qian Muwei was deeply influenced by this model, but it could also learn from Hu Shi's "scientific method" and Liang Qichao's ideological resources, and surpassed Hu Shi's model of research, and finally constructed a systematic study system of the scholars. In the 30s, it took the famous scholars into the mainstream study. The operation boundary.
The second chapter, based on the theory of "the Analects of Confucius", "the year of the pre-Qin scholars", "Lao Zi's discrimination" and so on as the investigation center, takes the dispute of the question of "Lao Tzu >" as the starting point in 20s and 30s, to discuss the specific process of Qian Muwei's turning to the textual research, to examine the reasons for the formation of the viewpoint and the related problems. Because of the deficiency of Qian Muwei's early writing, the academic circles now turn to his early turn. The elaboration of specific details, such as textual research and the formation of textual opinions, is basically in an unknown state of speech. By combing the relevant documents, this chapter explores the different versions of Qian Muwei's writings, excavates the key materials that the author has deleted, interprets the meaning of the discourse, examines the question, and elucidates its academic significance. There are two important points of view in the study of Lao Tzu. One, "Lao Tzu" after the book in Chuang-tzu, and the two, Confucius does not write < Yi Zhuan >. The formation of Qian Muwei's viewpoint is the inevitable result of the development of his own learning process; on the other hand, it is inseparable from the influence of all kinds of new and old thoughts, especially the views of Liang Qichao and Hu Shi, in particular. Yes.
The third chapter, based on the introduction of the outline of Chinese studies, the academic history of China in the past three hundred years, the case of the Qing Dynasty and the history of Chinese academic thought (eight), has been written as an investigation center, by discussing the construction of the academic research system of Qian Muwei in the Qing Dynasty in 30s and the differences between Liang Qichao and Hu Shi's ideas. There are three key points in the study of Qian Muwei's Qing Dynasty academic research. First, it is suggested that Huang Zongxi is one of the opening mountains of the Qing Dynasty, and the opposition to Gu Yanwu is the only opening theory of the Qing Dynasty, and secondly, to put forward Wu and Anhui, and to reevaluate the textual research of Qianlong and Qianlong, and thirdly, to put forward the theory of "every revolution" to replace the "reactionaries of Neo Confucianism". "Say.
The fourth chapter, based on Qian Muwei < eight of Chinese academic thought history (eight) >, "Shu Shu Lou Yu >" as an investigation center, compares and compares the spread and difference between the version eight > version and the revision of the text, and then discusses the subsequent development and changes of the academic research system of the Qing Dynasty, which he constructed in the mainland of Hong Kong after Qian Muwei was in Hong Kong and Taiwan. And his academic thoughts in his later years, from the theory to the turning process of Zhu Xi's academic end as well as related issues.
As described above, the main category of Qian Muwei's three period learning process is roughly summed up. In the writing of the article, we combine the material with the textual research, and organize the most important and little-known materials in Qian Muwei's writing, try to restore and show some of the joint points of the Mu Xuesi process and outline its development context. In addition to the requirements of each chapter, a number of appendices are made and appendix to each chapter for reference. In addition, in order to facilitate the investigation of the development of Qian Muwei's academic thought, the author makes a more detailed description of his life, writing and editing, academic activities and course of thinking in order to facilitate the investigation of the development of academic thought. To correct Qian Muwei's miscellaneous reminiscences and some mistakes in the present study, compiling more than 80 million words of "Qian Muwei writing", after the appendix to the full text, for the academic circle of Qian Muwei to "pick up the gap" and solve the related problems.
【学位授予单位】：南京大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G256;B2

【参考文献】