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“Rewriting questions about discussing Chinese history——Taking the Song Dynasty as an example”Shalong practice
Collector: Dai Xiaoguang
Source: “Yanyuan Gift School” WeChat public number
Time: Confucius was in the 2568th year of Dingyou April 1st day Guiwei
Jesus April 26, 2017
At the third time of the war book on April 10, 2017, the eleventh “Tribute Salon” in the middle of the Beijing Big School Tribute Seminar was held in the meeting room of the first floor of the Jingyuan No. 2 Courtyard as scheduled. During this Shalong event, the Wu Guowu Wu Professor of the Department of Chinese Studies in Beijing issued an academic report on “Talking about the rewriting of Chinese history – Taking the Song Dynasty as an example”, and had a deep discussion with many participants and students. Shalong is under the supervision of Wu Feifei, the director of the Beijing Major Education Research Institute. Many teachers including Ye Jingfang, Liu Feng, Chen Bisheng, Hua Zhe, Rong Jinhong, Zhao Jinjin, Li Lin, Baocai Webmaster, and Yue Yin, and Jing Wei participated in the meeting. The public account of “Yanyuan Gift School” specially released the content of this Shalong event to treat readers.
Teacher Wu Feifei in charge
After the introduction of the teaching of Wu Feifei in charge, the lecture officially began.
At the beginning of the lecture, Wu Guowu’s master pointed out first that learning is not only a traditional Chinese question from Chen’s old, but also a new question that has emerged from the beginning. Learning not only includes the inheritance of tradition, but also faces new problems. It is precisely because of this characteristic that “what is academic and what is academic history” has become an urgent topic to be discussed in today’s academic research. Teacher Wu Guowu explained the topic and basic meaning of this lecture: to focus on basic knowledge of learning and rewriting problems in history, through the methods of seminar discussion and exploration, we will seek more common understanding with many students engaged in academic research. Important points of the report by Teacher Wu GuowuIt is three departments. First, from the goal of aggregating common understanding, Teacher Wu Guowu first described and clarified his own understanding of the concepts of “study” and “historical history”. The second part of the lecture reviews the history and presentation of Chinese historical writings since the 20th century. In fact, by the concept of “school” clearly defined and strictly defined, we can more clearly understand the various historical works of since the 20th century. After that, settled in the review, mastery and judgment of the development of history. In the third part of the lecture, Teacher Wu Guowu took the Song Dynasty as an example to explore his five-point thoughts on “rewriting history”.
Teacher Wu Guowu
Explore the common understanding of academic history research: What is academic? What is history?
Teacher Wu Guowu first combined his research and study experience and reviewed his thinking process that constantly expands and promotes his thinking while understanding the problem of “rewriting history”. In this process, the academic community has summarized the traditional academic research for more than 30 years on transformation and opening up, the systematic research of Teacher Wu Guowu himself on the Song Dynasty, the emergence of more historical works in recent years, and the transportation of scholars from both sides of the Taiwan Strait on historical issues, etc., have all become the intensification of Teacher Wu’s thinking and exploring the problem of rewriting historical issues.
Explore common sense in the issue of “rewriting history” and whether or not to study and study, of course, the real boss will not let this happen. While counterattacking, she clarified the concept of history first. Sweetheart GardenTeacher Wu Guowu proposed that the meaning of “study” is clearly defined in strict meaning, and then through this, guiding the understanding of “study history” will help prevent many mistakes in historical writing. So, how should we more appropriately interpret the meaning of “school”?
Teacher Wu Guowu proposed that the so-called “study” should be a study on the text of books, interpretation texts and their meanings. This definition contains three layers. The first is the layer of “book text”. In the process of academic development, the “book text” specifically refers to the structure systems such as “five chapters”, “six chapters”, “nine chapters” and even “thirteen chapters”. It is worth noting that in addition to this article, late-stage transmission and journaling texts have also become the organization of “book texts”. During the construction of book texts, scholars and scholars did not single-story to establish systematic understanding and lectures, but also conducted specific research on the content of books of differentiated quality, which all constituted the basis of academic studies. Second, wrap around the text of the bookThe new texts such as annotation, interpretation, and discourse that have been continuously derived form “interpretation text”. Teacher Wu Guowu pointed out that the interpretation text is always in the process of constantly changing new data and developing. For example, with the differences in the interpretation system of the Annotation and Interpretation of Han and Tang, the Confucians of Song changed new information to annotate the text of the book. The Confucians of Yuan and Ming dynasties formed a new disparity based on the interpretation system of the Confucians of Song. Later, the Confucians of Qing once again established the interpretation system of the previous differences. In this meaning, the interpretation systems of the Song and Qing dynasties all formed interpretation texts that constantly changed new data. Third, in addition to writing and interpreting text systems, the discussion on the meaning of these academic texts is a more profound level of learning. For example, the study of the text can fully demonstrate the meaning problems of the text through the study.
From the three focus points of academic content, books, interpretation texts and their meanings should be structured as the basis for academic research. Teacher Wu Guowu pointed out that other aspects of academic research (including history, thinking, application), etc. must be understood through the basic structure of the text system. Therefore, the discussions of books, interpretation texts and their meanings are the center, and the relevant historical, political, civilized and social discussions derived from academic research can also obtain corresponding positioning.
Teacher Ye Tangfang
Based on the clarification of the concept of “study”, Teacher Wu Guowu discussed the problem of how to master the concept of “study history”. Just as the meaning of “study” can be divided into different levels such as text, meaning and even related research. In contrast, “study history” is also composed of the flow of texts through interpretation, the ideological system formed by the structure of interpretation texts through translation, the interweaving relationship between academic thinking and other fields, and other differences. These layers make the content of history very rich. For example, from the perspective of book text evolution, the choice of book text has its own side points, which includes the focus on divergent books, the focus on divergent content in the book, etc. These questions should all be discussed in the academic text. From the perspective of interpreting text and its meaning, interpreting text structure and development in interim studies, the interimists use their own educational ideology to the meaning system formed in specific interpretations, which are also key contents that should be paid attention to in interim studies.
In this meaning, the problem of how to determine the status of “history” in the modern academic subjects is exactly what it means to “The reconciliation of the concepts of “study history” and “study history”. Teacher Wu Guowu pointed out that whether it is to introduce “study history” into a special history under the Chinese history subject or the philosophical history under the Chinese philosophy subject, or to learn a special literary history under the Chinese classical literature (or historical literature) subject, whether from philosophical history, thinking history, and learning Discussions are conducted from the perspective of artistic history and literary history. Students who study history should cooperate with the establishment of certain “school” common sense. Teacher Wu Guowu proposed that based on
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