朱熹、王阳明《大学》“格物致知”说比较  

A Comparative Study of Zhu Xi and Wang Yangming’s Interpretations of“Investigating Things to Extend Knowledge”in The Great Learning

作　　者：赵化雨 ZHAO Huayu(Department of Philosophy,Soochow University,Suzhou,Jiangsu 215006)

机构地区：[1]苏州大学政治与公共管理学院,江苏苏州215006

出　　处：《绍兴文理学院学报》2024年第11期30-39,共10页Journal of Shaoxing University

摘　　要：王阳明《传习录》开篇即论《大学》三纲领,辨析朱子格物穷理。朱子将《大学》义理之要点放在“格物”上,阳明则将“致知”视为《大学》的核心精神所在。探讨朱子和阳明所论格物穷理之关系,于此而知“理”之三重内涵,以见二人在心理关系上有不同认知,在格物之入门下手处便有差异。通过辨析二人对“知”之不同解读及格物致知之关联,可知阳明之“知”开出三种意蕴,而朱子之“知”仅有认知力与知识两层内涵。对“知”的不同定义取向决定了二人知行工夫论的不同进路,开显出不同的规模次序,利弊各有侧重。认知社会学习理论中的“三元交互决定论”有助于完善儒家传统工夫论。The opening of Wang Yangming’s Instructions for Practical Living(ChuanXiLu)discusses the three main principles of The Great Learning and critiques Zhu Xi’s interpretation of“investigating things to understand principles”(gewu qiongli).Zhu Xi emphasizes“investigating things”as the main point of The Great Learning,while Wang Yangming considers“extending knowledge”(zhizhi)as its core essence.Analyzing the relationship between Zhu Xi’s and Wang Yangming’s interpretations reveals the threefold meaning of“principle”(li),showcasing their differing cognitive approaches and initial methods in practicing“gewu”.By examining their varied interpretations of“knowledge”and the connection between“gewu”and“Zhizhi”,it becomes evident that Wang Yangming’s notion of“knowledge”embodies three connotations,while Zhu Xi’s understanding is limited to cognitive ability and factual knowledge.These divergent definitions of“knowledge”led to different approaches in their respective theories of the unity of knowledge and action,highlighting distinct priorities and trade-offs.The“triadic reciprocal determinism”in social cognitive theory helps refine traditional Confucian practices.

关 键 词：格物 致知 穷理 致良知 交互决定理论 

分 类 号：B248.2[哲学宗教—中国哲学] B244.7