Discipline and Autonomy in Zhu Xi”s Theory of Learning
Zhu Xi”s (1130-1200) theory of learning assumes the autonomous moral self. In hisscheme, one ought to nurture the innate goodness of the heart, investigate principle inthings, and embody moral standards in daily life. Zhu Xi does not, however, posit theself-legislating rational subject in the Kantian fashion. He seems more concerned with thequestion of how to raise morally autonomous individuals through a systematic programof education. For this purpose Zhu Xi compiled the Elementary Learning (Xiaoxue) atthe age of fifty eight in 1187, which would become one of the most influential texts in EastAsian societies. Based on a close analysis of the text, this article argues that Zhu Xisystematically developed a dual phase of learning, I.e., the elementary and the greatlearning. In Zhu Xi”s theory of learning, moral autonomy requires personal resourcessuch as experience, discipline, and self-control, acquired through a long period of moraltraining under the close surveillance of his/her immediate surroundings since childhood.Zhu Xi”s integration of autonomy and discipline denies the common view of hisphilosophy as moral intellectualism.
Jaeyoon Song 宋在伦
McMaster University
国内会议
北京
英文
456-465
2009-12-05（万方平台首次上网日期，不代表论文的发表时间）