Lec 04 Confucius 2 CHC1CM35_2024-2

Page 1

Page 2: Tsinghua University Bamboo Manuscript

  • Title: "Metal Bound Coffer" (金縢)

  • Origin: Unprovenanced, believed to be ~300 BCE

  • Historical Context: Associated with Zhou Wu Wang (周武王) mentioning his health and intent to pass duties (周公自以代王之志).

  • Variations: Contains differences from the transmitted text "Shang Shu - Jin Teng" (尚書 · 金滕).

Page 3: Course Information

  • Course Title: Ways of Chinese Wisdom (中國智慧之道)

  • Course Code: CHC1CM35

  • Class Schedule: Thursdays, 15:30–16:20

  • Location: QR512

  • Instructor: Prof. David J. Lebovitz (李博威)

  • Medium of Instruction: English

  • Component: CAR-M; ER/EW in collaboration with ELC

Page 4: Overview of Course Themes

  • Key Questions:

    • Who is Confucius?

    • What was his major contribution?

  • Focus Areas:

    • Van Norden’s Five themes of Confucianism

    • Class discussions and impromptu group presentations

    • Introductions

Page 5: Background on Confucius

  • Name Variations: Kongzi (孔子), Kong Fuzi (孔夫子), Kong Li (孔立), Zhongni (仲尼)

  • Titles: The Master (老師), The Sage (聖人), The Uncrowned King (素王)

  • Lifespan: Lived from 551–479 BCE

  • Philosophical Nature: Described as "Underdetermined" (Mark Csikszentmihalyi)

  • Embodiment: Concept of the sage embodies non-being (王弼, 226–249).

Page 6: Teachings of Confucius

  • Quote: "All that I teach is unified by one guiding principle."

  • Concepts: Loyalty (忠) and sympathetic understanding (恕).

  • Dialogue: Zengzi interprets the Master’s teaching as focusing on these two values.

Page 7: Confucius's Biography

  • Birth: Born in Zou (鄒) to a noble family in Lu (魯) in 551 BCE

  • Early Life:

    • Father died young; had social status but limited wealth

    • Engaged in Zhou dynasty rituals and cultural practices

  • Career:

    • Various government positions in Lu

    • Had 77 direct disciples, influencing numerous early Confucians

    • Narrated by Sima Qian as seeking a just ruler to serve.

Page 8: Sources of Confucian Philosophy

  • Key Texts:

    • The Analects (Lunyu 論語) gained prominence around 50 BCE

    • Other texts: Kongzi Jiayu (孔子家語), Dadai Liji (大戴禮記), Li Ji (禮記), and Hanshi Waizhuan (韓詩外傳)

  • Challenges on Attribution: Questions on authenticity arise due to multiple disciples and texts.

  • 77 disciples, 3000 disciples of disciples

Page 9: Sources of Confucian Philosophy (Continued)

  • Significance of The Analects: Became one of the Four Books (四書) in the imperial era.

  • Legacy: Scholars debate the true essence and teachings of Confucius amid varying sources.

Page 10: Visual Content

  • CCTV Identifier: Confucias

  • Reference: Visual Representation of Confucius.

Page 11: Confucius's Innovations

  • Key Contribution: Reformed existing systems of heredity and royal rituals to promote universal virtue and greatness

  • Concept of Junzi: Transitions from the hereditary notion of lords to the more accessible idea of the noble person (君子), allowing anyone to attain moral excellence.

Page 12: Philosophical Themes in Confucian Thought

  • Key Areas:

    • Psychology of ritual and emotion regulation

    • Self-cultivation ethics

    • Political aspects linked to normative family relations

Page 13: Five Themes in the Analects

  • Themes Identified:

    • Happiness in everyday life

    • Revivalistic traditionalism

    • Family focus and differentiated caring

    • Ritual importance and functionalism

    • Ethical self-cultivation

Page 14: Happiness in Everyday World

  • Teaching Example:

    • Quote: Ji Lu asks about serving spirits, Confucius emphasizes the need to serve living individuals first.

    • Philosophy: True understanding of death cannot be achieved without understanding life.

Page 15: Group Dialogue in the Analects

  • Context: Confucius engages with disciples regarding aspirations and duties in leadership roles.

  • Discussions on Governance: Each disciple shares their vision, reflecting their understanding of the Confucian moral framework.

Page 16: Wisdom and Aspirations

  • Unique Responses: Each disciple reflects individuality in their aspirations rather than conforming to normative ideals.

Page 17: Revivalistic Traditionalism

  • Quotes and Reflections:

    • Confucius laments the loss of spiritual connection to past figures like the duke of Zhou.

Page 18: Revivalistic Traditionalism (Further Elaboration)

  • Focus on Zhou Dynasty: Emphasized its rituals and elegance in governance.

Page 19: Self-Characterization by Confucius

  • Quote: Describing himself as a transmitter of ancient knowledge rather than a creator of new ideas, advocating a revival of past ideals.

Page 20: Evaluating the Decline of Ideals

  • Quote: Reflects on the inability to connect with ancient ideals since his early days.

Page 21: Revival vs. Conservatism

  • Difference Highlighted: Actualizing past ideals may require radical changes, not just conservative retention.

  • Example: Reference to American ideals vs. historical realities.

Page 22: Family and Moral Relations

  • Quote: Emphasizes filial duty as foundational to social and ethical behavior.

1. **Filial and Fraternal Respect**: He points out that people who respect their parents and siblings usually don’t like to disrespect those in authority.

2. **Avoiding Confusion**: He suggests that those who do not want to offend their superiors are also less likely to create chaos or confusion.

3. **Focus on Foundations**: The "superior man" (a wise and moral person) concentrates on fundamental values. Once these core values are established, good actions and behaviors will naturally follow.

4. **Root of Goodness**: He concludes that respect for family is essential for all acts of kindness and goodness.

In essence, the passage highlights how foundational family respect leads to a stable and benevolent society.

Page 23: Differentiated Caring in Family Dynamics

  • Teaching Example: Confucius discusses moral complexities when personal and social ethics come into conflict.

Page 24: Ritual and Functionalism

  • Quote: Significance of proper behavior in ceremonial contexts

Page 25: Leading through Virtue

  • Quote: Distinction between leading through laws versus virtue, highlighting the importance of shame in cultivating morality.

Page 26: Scope of Rituals (Li)

  • Rituals Defined: Encompasses manners, customs, and ceremonies in social contexts.

  • Engagement in Rituals: The importance of presence in emotional and social development.

Page 27: Functionalism Overview

  • Concept by Émile Durkheim: Examines norms and their effects on societal survival and stability.

Page 28: Presence in Ritual

  • Significance of Perception: The way rituals connect participants to their history and ancestors.

Page 29: Ritual's Reflective Role

  • Quote: Ritual as a powerful connector to the past and its significance for societal memory.

Page 30: Confucius's Views on Spirits

  • Philosophical Insight: Advocates practicality in human-centered duties over spiritual pursuits.

Page 31: Confucius as a Functionalist

  • Discussion of Ceremony Fundamentals: Preference for substance over extravagance in rituals.

Page 32: Ethical Self-Cultivation

  • Quote: Importance of combining knowledge acquisition with critical thinking for personal growth.

Page 33: Importance of Educational Domains

  • Quote: Emphasizes the significance of poetry, propriety, and music in character building.

Page 34: Discussion Prompt for Class Participation

  • Group Activity: Explore passages that reflect confucian themes, allowing deeper engagement with texts.