선진 유학의 계보와 사맹학파― 비판적 접근 ―
Early Confucian Teaching Lineages and the Si-Meng School — A Critical Approach —
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Chinese archaeological achievements, from the second half of the 20th century to the present time, has made a path for Chinese scholars to be detached from the perspective of “Doubting Antiquity” in which the received texts are unreliable sources for describing the history of the Xia, Shang, Zhou Dynasties. Recently, the mainstream scholars in the field of early China try to confirm the traditional historiography of the Xia, Shang, Zhou Dynasties by providing archaeological evidence appropriate to their attempt. In particular, based on recently excavated bamboo manuscripts in the Warring States period, scholars in support of Li Xueqin 李學勤 have confidence in the existence of the Si-Meng school, which is to fill in for the lack of the Confucian teaching lineage between Zisi 子思 and Mencius. However, this tendency of Chinese scholars that interpret archaeologically excavated texts based on the received texts is only to use archaeological materials in reaffirming what the past historiography of early China already has regarded as a fact. My focus in this article is on the credibility of the Si-Meng school by analyzing philosophical discussions on the heart/mind (xin 心) and human nature in the excavated Warring States texts. Such an analysis will shed new light on the intellectual history of early China, beyond the traditional description of the Confucian teaching lineage. Based on the hypothesis that behind newly excavated Warring States texts, there were different intellectual groups or traditions, I argue that there may have been different Confucian teaching lineages in different regions since Confucius’s death, and that Chu bamboo manuscripts relevant to Confucianism is a representation of regional teaching lineage(s) or group(s) in the Southern China including the region of the state of Chu.
Abstract
Chinese archaeological achievements, from the second half of the 20th century to the present time, has made a path for Chinese scholars to be detached from the perspective of “Doubting Antiquity” in which the received texts are unreliable sources for describing the history of the Xia, Shang, Zhou Dynasties. Recently, the mainstream scholars in the field of early China try to confirm the traditional historiography of the Xia, Shang, Zhou Dynasties by providing archaeological evidence appropriate to their attempt. In particular, based on recently excavated bamboo manuscripts in the Warring States period, scholars in support of Li Xueqin 李學勤 have confidence in the existence of the Si-Meng school, which is to fill in for the lack of the Confucian teaching lineage between Zisi 子思 and Mencius. However, this tendency of Chinese scholars that interpret archaeologically excavated texts based on the received texts is only to use archaeological materials in reaffirming what the past historiography of early China already has regarded as a fact. My focus in this article is on the credibility of the Si-Meng school by analyzing philosophical discussions on the heart/mind (xin 心) and human nature in the excavated Warring States texts. Such an analysis will shed new light on the intellectual history of early China, beyond the traditional description of the Confucian teaching lineage. Based on the hypothesis that behind newly excavated Warring States texts, there were different intellectual groups or traditions, I argue that there may have been different Confucian teaching lineages in different regions since Confucius’s death, and that Chu bamboo manuscripts relevant to Confucianism is a representation of regional teaching lineage(s) or group(s) in the Southern China including the region of the state of Chu.
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