篇名 |
侨易学的观念
|
---|---|
並列篇名 | The Idea of Kiao-Iology |
作者 | 叶隽 |
中文摘要 | 侨易学的观念,一方面追溯此概念的直接来源,强调李石曾发明“侨学”概念的历史贡献,另一方面更侧重《易经》在世界文化语境流传后所产生的多重意义发生,这既是一种学术史梳理,同时也凸显侨易学概念的重要资源。分两个层面阐述侨易学的观念,一是在广义的理论/哲学层面,所谓“理论”乃是指一种相对普适意义的概念运用,具有跨学科的学术宏观层面意义,而“哲学”则更是最高端的理论境界,即能尝试在最深刻的层次上解释人类、世界、宇宙的基本规律问题。建构起最基本的“乾元—坤贞”的二元结构,同时在各自的内部建立三维(上、中、下;始、中、终)、六步(起、承、持、转、合、极)的基本层次,强调“限止”、“断念”等核心概念;二则下降到学科/领域层面,即作为一般意义的侨易学,它也可以确立自己的学科界限和研究对象,提出学科概念、核心内容、基本原则。 |
英文摘要 | The article traced the origin of the Idea of Kiao-Iology with an emphasis on the historical contributions made by Li Shizeng's invention of Kiaology, while attending more to the production of multiplicity of meaning of Yijing (The Book of Change) which has spread through cultural realm all over the world. The article is a review of the academic history; and meanwhile it highlights the concept of Kiao-Iology as an important resource. The author depicted Kiao-Iology at two levels. At the theoretical or philosophical level, the fundamental dualistic structure of Qianyuan-Kunzhen is constructed, within which three dimensions (upper, mid and lower; or beginning, middle and end) and six steps (beginning, continuation, persistence, turning, combination and peaking) are built, with an emphasis on the core concepts, such as "restriction" and "desistance". "Theoretical" refers to the general application of concepts, which indicates the macro-level meaning across disciplines; "philosophy" as the supreme status of theory, can interpret the issues of fundamental laws of human beings, the world and the universe at the deepest level. At the level of the discipline or realm, it is the Kiao-Iology in general sense. It can also establish its own disciplinary boundary and research objects, and set forth the disciplinary concepts, core content and basic principles. |
起訖頁 | 003-014 |
關鍵詞 | 侨学、《易学》、侨易学、学术史、理论/哲学、学科/领域、Kiaology、The Book of Change、The Idea of Kiao-Iology、academic history、theory or philosophy、discipline or realm |
刊名 | 教育學報 |
期數 | 201104 (7:2期) |
出版單位 | 北京師範大學 |
該期刊 下一篇
| 文化资本理论视阈中的教育公平研究——皮埃尔‧布迪厄的教育社会学思想摭拾 |