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Scholarly Discourse in Chen Li's (1810-1882) Letters

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초록

This study focuses on the discussions on philology in the letters by Chinese scholar Chen Li (18101882). These letters, most of which were written to friends and colleagues in Chen Li's native Guangzhou, are taken as representing a coherent discourse on the role of philology within education and humanistic research. Chen Li's intellectual standpoint emerges through his discussions of fundamental texts such as Shying and Shuo wen jie zi, and of contemporary "evidential research" and its adversary "Song-learning." Chen Li repeatedly stresses the importance of philology for humanistic research, and the ways in which this exacting discipline is best taught to students. At the same time, Chen also cautions against the risk of the philological approach to the classical texts eclipsing other modes of inquiry, adversely entailing the neglect of the literary or philosophical aspects of these texts. In the context of disciplinary specialization and difficult social conditions, conflicts between auxiliary disciplines and intellectual currents should not, according to Chen, be allowed to threaten the continued transmission of a unified humanistic tradition. Although not free from contemporary epistemological assumptions, Chen Li's attitude remains largely accommodating to the opposing schools in classical scholarship which dominated his time.

Abstract

This study focuses on the discussions on philology in the letters by Chinese scholar Chen Li (18101882). These letters, most of which were written to friends and colleagues in Chen Li's native Guangzhou, are taken as representing a coherent discourse on the role of philology within education and humanistic research. Chen Li's intellectual standpoint emerges through his discussions of fundamental texts such as Shying and Shuo wen jie zi, and of contemporary "evidential research" and its adversary "Song-learning." Chen Li repeatedly stresses the importance of philology for humanistic research, and the ways in which this exacting discipline is best taught to students. At the same time, Chen also cautions against the risk of the philological approach to the classical texts eclipsing other modes of inquiry, adversely entailing the neglect of the literary or philosophical aspects of these texts. In the context of disciplinary specialization and difficult social conditions, conflicts between auxiliary disciplines and intellectual currents should not, according to Chen, be allowed to threaten the continued transmission of a unified humanistic tradition. Although not free from contemporary epistemological assumptions, Chen Li's attitude remains largely accommodating to the opposing schools in classical scholarship which dominated his time.

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