超越《明儒学案》局限 建构黔中王门心学体系

Transcend the Limitations of“Ming Ru Xue An”,and Construct a System of Guizhou’s Wang Yangming Studies

黔中王门独立存在的合理性问题,一直与《明儒学案》有着各种直接或间接的联系。本文审视了《明儒学案》对已有的黔中王门学术研究在研究方法和研究思路方面的影响,认为目前关于黔中王门合理性的论证,仍然沿袭《明儒学案》的思路,严重阻碍了当代黔中王门心学体系建构的广度和深度。本文拟从历史与建构的辩证关系入手,充分肯定建构黔中王门的现实意义。本文主张,应当突破仅从“心即理—致良知—知行合一”三大心学理论为基础构建心学体系的模式,要将阳明“龙场悟道”之后的言行实践作为黔中王门心学研究的重要内容,立足于当代社会传承阳明心学的时代需要和贵州文化的地方特色,跳出仅从学术和历史角度研究黔中王门的局限,提倡从实践和精神史的角度拓展阳明心学现代转换的路径,从而打开黔中王门心学体系建构的新格局。

The rationality of an independent Wang Yangming Studies in Guizhou has always been linked,directly or indirectly,to the book“Ming Ru Xue An”(Commentaries on Writings of Famous Scholars of the Ming Dynasty).This paper examines the influence of this book on existing academic research(in terms of research methods and ideas)of Guizhou’s Wang Yangming Studies,and argues that the current argumentation about its rationality still follows the idea conveyed in that book,which becomes a serious impediment as to the width and depth of the construction of contemporary Wang Yangming Studies in Guizhou.Starting from a dialectical relationship between history and construction,this paper affirms the practical significance of the construction of Guizhou’s Wang Yangming Studies.This paper proposes the following three strategies:firstly,to break away from the construction mode of Mind Study system that is only based on the three major Mind Study theories:“mind is reason”,“the recuperation of conscience”,and“the unity of knowledge and action,”but to take Wang Yangming’s words and activities after“Longchang Epiphany”as a major research object of Guizhou’s Wang Yangming Studies;secondly,to stand upon the contemporary Mind Study inheritance needs and Guizhou’s local culture so as to go beyond the limitations of the research only from the perspective of academics and history;and thirdly,to expand the modern transformation paths of Mind Study from the perspectives of practice and spiritual history,so as to establish a new pattern for the construction of Guizhou’s Wang Yangming Studies.