朱熹“中庸”解的实学思想——兼与二程“中庸”解之比较

Zhu Xi's Practical Learning Perspective on Interpreting Zhongyong:With Reference to Comparison with the Interpretation of Zhongyong by Cheng Hao and Cheng Yi

朱熹"中庸"解的实学思想,既源自二程以"实学"诠释《中庸》,又形成于对二程后学追逐"未发"而求"中"的批评。正是这一实学思想,使得朱子在解读"中庸"时,能够在二程"中庸"解的基础上,以"不偏不倚、无过不及"解"中庸"之"中"代替二程的"不偏之谓中",强调"已发"时的随时以处"中";以"平常"解"中庸"之"庸"取代二程的"不易之谓庸",强调"无过不及"的"平常",把"中"与"庸"统一起来。这种解读既体现出朱子崇实黜虚的实学思想,又是对二程"中庸"解的发展。

Zhu Xi＇s practical learning perspective on Cheng Yi~ interpretation of The Mean by practical learning. interpreting Zhongyong originated from Cheng Hao and It was also based on his criticism of the followers of the Chengs believing in the tenets of ＂no stirring＂ and ＂seeking zhong＂. Through his practical learning perspective and by drawing on the Chengs＇iinterpretation of Zhongyong, Zhu Xi replaced the Chengs＇ zhong in Zhongyong being even-handed by ＂even-handed and moderated＂, and emphasized zhong at any time while ＂stirred＂. He also replaced the Chengs＇ yong in Zhongyong being invariable by his idea of ＂the ordinary＂ and emphasized the ordinary as being moderated. This way of integrating zhong with yong not only reflects Zhu Xi＇s theory of practical learning, but also develops the Chengs＇ interpretation of Zhongyong.