“意义一感通”之学以情意为本——以《礼记‧大学》为中心的义理阐释

The Learning within “Life-Meaning Interaction” Roots in “Affection and Anticipation” : An Interpretation of Great Learning in Book of Rites

儒者之学乃“意义一感通”之学，它以生成和丰富人的意义世界为旨归，以物我感通为根本机制。此学非以知识为本，而以情意为本。《礼记•大学》作为先秦儒家教育观的系统表达，集中体现了以情意为本之理念。所谓“止于至善”，说到底即依止于亲亲之家。“八条目”让情意贯穿始终，可以“亲亲为意义生成之根”“修身为意义传达之根”二语括之。以情意为本昭示着：意义、价值之理乃“情理”而非“物理”，

Confucian knowledge is essentially about “life-meaning interaction”， which aims to generate and enrich people's world of meaning. The underlying basis is the interaction between self and objects. Therefore， the root of learning is not piling up knowledge， but the function of affection and anticipation. As a systematic demonstration of the Confucian views on education during the pre-Qin period， the Great Learning， an essay from the Book of Rites， epitomizes the idea that affection is the root of education and learning. To “arrive at supreme goodness” begins with loving close relatives. “The Eight Steps” that focus on affection can be summarized in two sentences: (1) “affection towards close relatives is the root of generation of meaning” and (2) “self-cultivation is the root of transmission of meaning”. The contention that affection is the root argues that meaning and value don't rely on outside objects but are inherent in affection. The manifestation of reason is dependent on affection and vice versa. This principle is applicable to the cultural identity of academic researchers as well.