中国古代文学博士学位论文-六朝论语学研究.doc
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1、索取号: B222.25/7.340 密级: 一 般 博 士 学 位 论 文六朝论语学研究 .作 者:院 系:指导教师:学科专业:文 学 院中国古代文学学位论文独创性声明本人郑重声明: 1、坚持以“求实、创新”的科学精神从事研究工作。2、本论文是我个人在导师指导下进行的研究工作和取得的研究成果。3、本论文中除引文外,所有实验、数据和有关材料均是真实的。4、本论文中除引文和致谢的内容外,不包含其他人或其它机构已经发表或撰写过的研究成果。5、其他同志对本研究所做的贡献均已在论文中作了声明并表示了谢意。作者签名: 日 期: 学位论文使用授权声明 本人完全了解南京师范大学有关保留、使用学位论文的规定,
2、学校有权保留学位论文并向国家主管部门或其指定机构送交论文的电子版和纸质版;有权将学位论文用于非赢利目的的少量复制并允许论文进入学校图书馆被查阅;有权将学位论文的内容编入有关数据库进行检索;有权将学位论文的标题和摘要汇编出版。保密的学位论文在解密后适用本规定。作者签名: 日 期: 目 录中文摘要1英文摘要3前 言6第一章 导 论12第一节 论语学概念的出现12第二节 论语学界说14本章小结28第二章 六朝的思想文化29第一节 文化六朝29第二节 六朝思想文化特点34第三节 对六朝思想文化的认识和评价43本章小结46第三章 论语集解研究上49第一节 何晏生平、学术及其评价49第二节 论语集解的作者
3、及成书时间61第三节 论语集解产生的原因与背景67第四节 论语集解记载失误考论74第四章 论语集解研究下77第一节 集解所见汉儒论语注研究81第二节 集解所见魏世学者论语注研究102三、四章小结115第五章 论语释疑论语体略研究118第一节 王弼的论语释疑121第二节 郭象的论语体略133本章小结143第六章 论语义疏研究145第一节 皇侃生平与学术145第二节 论语义疏产生的原因与背景148第三节 论语义疏的体例152第四节 论语义疏的价值156第五节 论语义疏的地位与影响167第六节 论语义疏记载失误考论169本章小结170参考文献173后 记178182中 文 摘 要本文对保留至今的或完
4、整或残缺的六朝时期几个论语学代表成果论语集解、论语释疑、论语体略、论语义疏进行纵贯式研究,寻绎其联系和变化的轨迹,归纳和总结论语学在第一个收获期的主要特点、重大成就及其在中国古代学术史特别是从“汉学”到“宋学”转变过程中的重要作用。第一章,概括介绍论语学这一专名的文献依据,对张岱年先生主编之孔子大辞典所载现代学术意义上的“论语学”概念的产生时间提出质疑,认为该专名的使用不是始于1924年,而是始于1904年。对孔子大辞典界定的现有论语学内容存在的疏忽和不足从如下三方面作了充实和补充:一是论语的得名和内涵;二是论语作为“语”类著作的文体特征;三是在通行文本形成之前,论语的存在方式。在与“孔学”、
5、“儒学”、“经学”的联系和区别中,廓清了论语学的内涵与外延,对论语学作了新的界说。同时提出了“前论语学”的概念。第二章,将六朝论语学的发生、发展与成型、成熟置于六朝思想文化的宏大背景下,在对六朝思想文化深入细致的分析中,凸显六朝论语学的特质。首先,对“六朝”作了新的界说,并在此基础上提出“文化六朝”这一新的概念,认为文化六朝所指称的不再是几个王朝赖以立足的地理方位,也不再是几个王朝得以存在的政治权力,而是具有开放性和包容性的由若干王朝连缀而成的历史区间,其实质是以思想文化而不是以政治制度来体现的。其次,从学术、哲学、思想三个方面分析六朝思想文化的特点。最后,分全盘否定、公允中和与全盘肯定三派说
6、明学术界对六朝思想文化的认识和评价。第三章是对六朝论语学的第一个集大成著作论语集解的综合研究。一是分否定评价、中性评价和肯定评价三个方面,对环绕何晏在生活、政治、学术等方面异常纷纭的认识和评价,作了细微的分析和全面的清理,力图还原何晏的真实形象,并恢复其在学术史上的崇高地位。二是厘清了文献关于集解作者记载的混乱和偏失,初步认定集解的作者仍应以何晏为是。驳正了集解成书时间过于笼统和过于具体的说法,提出集解成书时间当在公元236年至249年这13年之间的论断。三是从两汉六朝社会背景、学术转型、阐释方法的嬗变、学术与政治的关系、学术自身的发展、曹魏政权的人才制度等若干方面详细探讨了论语集解产生的原因
7、与背景。四是以元覆宋本论语集解为蓝本,针对中国丛书综录关于论语集解记载失误展开考论,从三个方面纠正了综录的失当与错误。第四章是对论语集解的专题研究。在对集解统计分析的基础上,广泛征引古今中外宿彦今贤的论语学成果,对包括何晏在内的集解所收八家注进行逐一研究,全面归纳和总结集解的特点、价值及其在论语学史上的地位和影响。与此同时,还爬梳和讨论了从汉儒到六朝学者论语学研究的因革创变,并通过论语学研究这一侧面分析和探讨了中古学术转型的方式与规律。第五章对六朝论语学史上具有鲜明玄学论特色的两部著作王弼的论语释疑与郭象的论语体略作平行研究。勾勒了从汉儒经验论阐释方法到玄学家本体论阐释方法的演变过程,积极评价
8、了玄学本体论在儒家思想实现创造性转化中的重大作用,充分肯定了玄学在中国学术史尤其是六朝论语学史上的独特价值。第六章是对六朝论语学的第二个集大成著作论语义疏的研究。一是从梁武帝的文教政策、六朝思想文化的会通融合、经学自身的发展变化、异质文化的交流及其相互影响等若干方面探讨了论语义疏产生的原因与背景。二是归纳了论语义疏的五种体例。三是研讨了论语义疏在思想、文本、语言等方面的价值。四是从全部经学史、中国古典解释学、论语学史和一般学术史四个角度描述论语义疏的地位与影响。最后是对张之洞、范希曾书目答问补正关于论语义疏记载失误进行考论,说明古经解汇函本及知不足斋丛书本论语义疏在版本方面的粗滥和芜杂。关键词
9、 六朝; 论语学; 论语集解; 论语释疑; 论语体略; 论语义疏AbstractThe present thesis tries to study the several of representative productions on the learning of the Analects of Confucius (论语学)in the Six-period(六朝), including Lun yu ji jie, Lun yu shi yi, Lun yu ti lue, Lun yu yi shu, which are preserved completely or partly
10、up to now. It researches in the longitudinal describing and horizontal comparing. It finds the trace of relation and transformation, summarizing the main character and the great success of those study in the first harvesting period, and the important effect in the Chinese ancient academic history, e
11、specially the changing from Han learning (汉学)to Song learning(宋学). In the first chapter, it introduces the basis of the proper noun on the learning of the Analects of Confucius in the literature. It doubts about the produced time of the noun in the meaning of modern academic opinions in the Dictiona
12、ry of Confucius(孔子大辞典) edited chiefly by Mr. Zhang dai nian. It doesnt think the time is 1924, but 1904. According to the neglect and deficiency on the part of the learning of the Analects of Confucius in the Dictionary of Confucius, it enrich and reinforce on three aspects, which are the name and c
13、onnotation of the Analects of Confucius, the style of the Analects of Confucius as the Conversation, the existence mode of the Analects of Confucius before forming the popular text. After relating and distinguishing the learning of the Analects of Confucius, the Confucius learning(孔学), the Confucian
14、 learning(儒学) and Classics learning(经学), it makes the connotation and the extension of the learning clearly, and puts the new concept of the learning of the Analects of Confucius again and the pre-learning of the Analects of Confucius(前论语学).In the second chapter, it describes the forming, developing
15、 and molding, and maturating on the learning of the Analects of Confucius in the Six-period on the background of the grand ideology and culture of the Six-period, and projects the idiosyncrasy on the learning of the Analects of Confucius in the Six-period during the analyzing the thought and culture
16、 in the Six-period deeply and particularly. Firstly, it puts the new concept of the Six-period and the cultural Six-period (文化六朝)which put on the basis of the Six-period. It doesnt think the cultural Six-period is geographical position which the several dynasties occupied and the political power whi
17、ch the several dynasties were in existence, but the part of historical normal route connected by the several dynasties which have the unfolded and compatible character. The substance of the cultural Six-period is embodied by the thought and culture, not the political system. Secondly, it analyses th
18、e characters of the thought and culture in the Six-period on three aspects which are the academic point, the philosophic point and the thoughtful point. Finally, it explains the opinion and value on the thought and culture in the Six-period by the academe from three groups which are the denialentire
19、ly, the neutral, and the affirmation entirely.In the third chapter, it researches synthetically on the Lun yu ji jie which is the first epitomizing work on the learning of the Analects of Confucius. Firstly, it analyzes deeply and values entirely on the diversely recognition and value on HeYans livi
20、ng, political and academic sides which were existed in the academe from the deniable, the neutral and the affirmative opinions. It tries to return to HeYans real image and resume his eminence place in the academic history. Secondly, it clarifies the recording confusion and deflection on the writer o
21、f Ji jie in the literature, and thinks the writer of Ji jie is still He Yan initially. It refutes and corrects the opinion on the complete time of Ji jie which are too general and too particular, and puts forward the judgement that the time of Ji jie was completed during 13 years from 236 to 249. Th
22、irdly, it discusses the reason and background that the Lun yu ji jie was written from some aspects, including the Two-han and Six-periods social background, the academic rotation, evolution of the explaining method, relationship of the academic factor and political factor, the academic development i
23、tself, Cao-wei Regimes system of person with ability. Fourth, aimed at the recording deficiency on the Lun yu ji jie in Zhong guo cong shu zong lu, it takes the Yuan fu song version as the original version, then verifies, discusses and corrects the deficiency and mistake in Zong lu from three aspect
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