晚明江右陽明學者的地域認同與講學風格

Local Identity and Learning in the Late Ming Yang Ming School of Jiangyou

10.6258/bcla.2002.56.10

呂妙芬(Miaw-Fen Lu)

江右陽明學 ； 王時槐 ； 劉元卿 ； 王畿 ； 泰州學派 ； 傳統 ； 認同 ； Jiangyou Yangming school ； Wang Shihuai ； Liu Yuanqing ； Wang Ji ； Taizhou school ； tradition ； identity

臺大文史哲學報

56期（2002 / 05 / 01）

285 - 326

繁體中文

本文主要透過考查晚明江右極具代表和影響力的理學家－王時槐、劉元卿－的言論與行為，討論（1）晚明江右學者的地域認同以及他們詮釋、建構傳統的作法；（2）晚明江右陽明講學的特殊風格。以上兩部分的討論均著重強調在「晚明」這個特殊時間分期中，江右與江左的文化風俗，以及理學內部江右與江左學派之間激盪對話的過程，亦即從文化競爭與自我認同的簡度，探討晚明江右陽明學在當時整體學界中的位置與發言。在第一部分中，我們說明當晚明江南因著經濟和政治實力而成為全國文化中心時，江右士人則更明顯感受到不斷被邊緣化的危機，而在這種危機感的趨動下，他們必須重新為自己尋找定位、凝聚認同。王時槐、劉元卿等著名的江右講學者，透過投入地方志的編纂工作以及倡導地方講會活動，以文字、祭祀、講學行動來型塑江右的文化傳統，也把陽明學更清楚而堅實地鑲嵌入江右的傳統中。第二部分則從三點來說明江右講學的重要風格：長期靜修以明性的工夫進程、重視禮法與肯認名實關係、靜肅的講會氛圍。這三點不僅分別呼應著他們對王畿與泰州學者所影響的晚明江左學風的批判－崇妙悟而略躬行、崇虛寂而蔑禮法、多虛設而鮮實行，也與其工夫實踐取徑、思想內涵連為一體，都是學者們面對當時學術風尚刺激下反思與實踐的心得。

This article endeavors to discuss two issues: firstly, late Ming Jiangyou scholars' local identity and their participation in the reconstruction of local tradition; secondly, the characteristics of Yangming learning in Jiangyou. The specific period of the ”late Ming” with its intense cultural interactions and contests between Jiangyou and Jiangnan occupies an important position for this study. Continuous dialogues among different sub-schools of Yangming learning also shed light on our understanding of the features of Jiangyou's intellectual climate. During the late Ming when Jiangnan rose to become the economic and cultural center and Jiangyou was continually marginalized and losing competency, Jiangyou scholars grew anxious. Their anxiety prompted them to further search for their local identity and to participate earnestly in various projects for reinterpreting and transmitting Jiangyou tradition. As for the construction of Jiangyou tradition, I discuss two project, namely an editorial project of local history and the promoting of local jianghui. Through the project of editing local history, not only was Yangming learning textually blended into the core of Jiangyou culture, the distinction between Jiangyou and Jiangzuo was clearly made. And by the memorial and sacrificial ritual practice within jianghui, the memory to Wang Yangming was kept alive, Yangming learning transmitted, and Jiangyou Yangming scholars closely linked as a whole. As for the traits of late Ming Jiangyou Yangming learning, I examine the dialogues between Jiangyou and Jiangzuo scholars respectively in the context of the 1540s and that of the late Ming and point out three characteristics. They are: the cultivation of the practice of quietude, the assertion of the importance of rites and the validity of reputation, and the nurture of an austere and quiet atmosphere in jianghui. These three characteristics were related to scholars' thoughts and bodily practice. They were also closely related to Jiangyou scholars' reaction to the influences of Wang Ji and the Taizhou scholars, which have been often criticized as neglecting bodily practice, despising rites and norms, and being addicted to empty talk.

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