許孚遠《大學》詮釋考論—兼論其晚年的學術轉變

A Research on the Interpretation of the Great Learning by Xu Fu-Yuan - Concurrently Discuss the Academic Change in His Later Years

10.6187/tkujcl.202306_(48).0005

曹景年(Cao, Jing-Nian)

許孚遠 ； 《大學》詮釋 ； 《大學述》 ； 格物 ； Xu Fu-Yuan ； the Great Learning ； Narration of the Great Learning ； Ge Wu

淡江中文學報

48期（2023 / 06 / 01）

157 - 178

繁體中文;英文

許孚遠是明萬曆時著名學者，其詮釋《大學》的著作《大學述》一書屢經修改，版本眾多，前人對此研究頗有闕略。通過對《大學述》現存文本及劉斯原《大學古今本通考》所引內容的綜合研究可知，《大學述》的文本變遷共經歷了四個階段，形成四種版本，即關中本、福建本、南京本、終定本。許孚遠《大學》詮釋的變化主要集中於「格物」詮釋的變化，即從早年的「此心通徹於物」，到晚年的「格去物欲」，這其中雖然更多的體現為工夫論的轉型，但背後也蘊藏著其對心性本體的不同認知。大體來說，早期的格物說有一定的朱學色彩，而後期的格物說則心學色彩更為濃厚。許孚遠晚年格去物欲的成熟思想，是在吸收朱子、陽明等前賢思想的同時，結合自己的切身經歷和深刻的生活體驗，通過不斷的思考、探索、體悟形成的，有自己鮮明的特色，反映了晚明空疏學風之下一些學者的反思和修正，回應了時代課題。其篤實的學風和莊敬、克己、去欲的學術宗旨，對晚明學者劉宗周等產生了一定影響，成為新思想萌發的重要源泉。

A Narration of the Great Learning by Xu Fu-Yuan, a famous scholar of Wanli period of Ming Dynasty, had several versions because it was modified many times, and previous research about it was not very sufficient. Through comprehensive analysis of the existing versions of the book and some content cited by the Textual Research of Ancient and Current Versions of the Great Learning by Liu Si-Yuan, the book had been written through four stages and form four versions, that is, Guanzhong, Fujian, Nanjing and final version. The changes in the interpretation of the Great Learning by Xu Fuyuan were centered on the changes of the interpretation of "Gewu", i.e., from the early years of "this mind being through in things", to the later years of removing material desires, which, although more embodied in the transformation of the theory of work, also contains behind it a different understanding of the nature of mind. Generally speaking, the early interpretation of "Gewu" had a certain Zhu Xi's color, while the later has a stronger teleological color. Xu Fu-Yuan's mature thought of removing material desires in his later years was formed through his own continuous thinking, exploration, and realization while absorbing the thoughts of Zhu Xi and Wang Yangming and other sages before him and combining his own personal experiences and profound life experiences, and had its own distinctive characteristics, reflecting the reflection and revision of some scholars under the empty and sparse academic style of the late Ming Dynasty, and responding to the issues of the times. Its pragmatic style of learning and academic tenets of solemn respect, self-restraint, and the removal of desires had influenced late Ming scholars such as Liu Zongzhou, and became an important source of new ideas.

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