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Take Okada’s guide and development of Wang Yangming’s “Big School” Author: European and Yangren Zhang Xu (Intermediate Professor of the Chinese Traditional Civilization Research Institute in Wuhan, Vice President of the Chinese Confucius Association, PhD supervisor; Zhang Xu, PhD student in the middle school of the Wuhan Chinese Traditional Civilization Research Institute)
Source: “Confucius Research Institute”, 2021 No. 3
Abstract
Wang Yangming’s “Big School” is mainly reflected in his mental thinking system, which has caused high attention to the famous Yang Ming scholar, Teacher Takeo Okada. This article is based on Wang Mingyang’s “Big School” and based on relevant literature, it starts with the understanding, review and reflection of the internal evolution of Wang Yangming’s “Big School”; and secondly, it explores the ideological expansion of Okada’s “Big School” based on Wang Yangming’s “Big School”. Okada believes that the change in academic problems has promoted Wang Mingyang’s “other people’s children.” The child curled his lips and turned around and ran away. The thinking changes in “Big School”, but whether this can be consistent with “Big School” is worth discussing. Wang Yangming’s “Big School” thought has an internal logic connection with Okada Takeshi’s physical and symbiosis concepts in his old age. “Zhizhi” has a meaning of enlightenment about Okada’s “Zhizhi”, and “benevolence in all things” provides a resource for “common psychological concepts”.
Keywords
Wang Yangming; Takeo Okada; View of “Big School”; Learning; Symbiosis
Teacher Okada is a famous contemporary Yangming scholar in Japan (Japan). He remembered Yang Ming throughout his life, and in his old age, he had not been to Xin Li to visit China several times for Wang Yang Ming’s examination. Takeshi Okada made creative developments on Yangming, especially his current reflection and development of Wang Yangming’s “Big School”. As of today, the domestic academic community has improved its research on Takeo Okada. Related discussions have focused on introductions on Takeo Okada’s life, and on his thinking about things and simplicity. There has not been a systematic discussion on Takeo Okada’s reflections and developments of Wang Yangming’s “Big School”. The test picture in this article takes the ancient version of “Big School” as the perspective, and strives to complete the following tasks: First, analyze the understanding, commentary and reflection of Wang Yangming’s “Big School”. Second, explore the development and reform of Okada Takeshi’s view on Wang Yangming’s “Big School”.
1. The look of Takeo Okada’s view of Wang Yangming’s “Big School”
In terms of philosophical history, a development trend from the Confucian school in Han and Tang dynasties to the Song and Ming dynasties was to shift from the position of focusing on the Five Books to the upgrade of the Four Books, and to use “Big School” as the middle to interpret and frame the ideological structure of the Song and Ming dynasties became a one-night feature of Song and Ming dynasties. Zhu Xi advocated the new version of “Big School”, and based on “Big School”, he proposed the theory of studying things and judging things; Yang Ming was not satisfied with Zhu Xi’s words, but used the ancient version of “Big School” as a guide, and used the ancient version of “Big School” to create his own learning. Therefore, “Big School” is a classic that cannot be readily developed for both science and psychology. Yang Ming did not like writings. Xu Ai’s “Preface to the Evolution of Records” says:
If a doorman has a private account of the words of Teacher Yang Ming, the teacher said, “The teacher said that if the sage teaches people like medicine, they are all prescriptions because of the disease. If the sage teaches people, they will make prescriptions because of the disease. If the sage is actually warm and squishy, it will be reduced when it is in the past, and there is no certainty at the beginning. If you restrain one side, you will not kill anyone. Now, I and I have different opinions on the principle of being ignorant and strong, but I can change it, which is what I say is a red wart. If you follow the presidency and make mistakes again, can you regain your sins? 3
However, Yang Ming had a unique love for “The Great Learning” and had written “The Great Learning Ancient Books”, “The Great Learning Origins and Foundations”, “The Great Learning Ancient Books” and “The Great Learning Questions”. As Xuan Dehong said, “My teacher, Yang Ming, usually discusses learning, but has not made a single word, but only reveals the main theme of “The Great Learning” to instigate people’s hearts.” 4 From this we can see Yang Ming’s level of emphasis on “The Great Learning”.
(I) The head of “setting ambition” and “establishing integrity” and the main theme of “Big School”
Takeokada believes that Yang Ming’s comment on “Big School” is not static, but constantly developing with the maturity and transcendence of his thinking. In the view of Takeo Okada, Yang Ming’s “Big School” has experienced the development change from “integrity” to “leading knowledge”. Takeo Okada analyzed Yang Ming’s “Science” from the perspective of learning. He believed that Yang Ming’s “Science” mainly based on “integrity” is closely related to his “setting ambition” and “establishing ambition” as the head of learning.
First of all, Takeo Okada believes that “setting ambition” and “establishing ambition” must be the same at a certain level. He pointed out: “In the eighth year of Zhengde (1513), Wang Yangming regarded it as a learning problem.” 5 Later, he cited the following content in “When Huang Zongqiu Five” (GuiBaoqing websiteyou) as a supporting evidence:
I recently came to discuss with my companions, but only said the word “Lizhen”. The killer must have a knife on his throat. For learning, when we use force from the heart to the point of slightness, we will naturally realize the light. Although the selfish desires are so cute, it is really a big deal, and the whole country is established. If you are a complimentary person, you can learn to think about it every day, and you will be worthy of being arrogant and distorted. You think you have advanced to the great and powerful world, but you don’t know how to fall into ruthlessness and jealousy, which is also grieving! 6
In this paragraph, Yang Ming is important in inventing “Solicited” as the main nature of learning problems, and does not clearly understand and “set ambition”. The conclusion obtained by Okada Takeshi is that Yang Ming uses “Solicited” and “Solicited” to study problems. It can be seen that he roughly holds the same view as “Solicited” and “Solicited” foundation. In fact, Takeo Okada’s view is very consistent with Yang Aki’s thoughts, and this can be discussed in two aspects. First, Yang Ming once said in “The Book of Enlightenment”: “For the sake of learning, we must be strong in our brains and only set our ambitions. The disease of forgetting is also just lacking in reality.” 7. It is clear that the ambition must be realistic, and “honest” can well save the disadvantages of “not real in reality”. “Serious” means true and without deception, and does not deceive oneself. Therefore, if one can “establish integrity”, the ambitions set must be realistic; if one cannot “establish integrity”, the ambitions set are self-deceptions, and the ambitions set are self-deceptions. Second, “Stay” has its own unique direction in the Ming Dynasty’s language. According to the “New Years”, when Yang Ming was eleven years old, he regarded “reading books and learning holy qualities” as the first thing in his life. This can be seen as Yang Ming’s ambition to establish holy qualities. When Yangming was 34 years old, he was moved by the fact that the learners at that time were calm in their lyrics, so he “made people first establish the ambition of a saint” and “together promote the wise learning of a sage.” It can be seen that in Yangming’s view, “setting ambition” is to become a saint. “Sage” is related to “integrity”, Yang Ming pointed out: “Sage, sincerity has been strengthened.” 8 “Then the learning of a sage is just a kind of honesty.” 7 Therefore, “setting ambition” and “establishing ambition” can be the same as “establishing ambition”.
Secondly, in the basis of being willing to believe that “setting ambition” and “establishing integrity” are related to learni
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