中朝日近代世界秩序观的形成与外交取向比较研究

19世纪中后期,西力东侵,维系原来中国、朝鲜和日本三国关系的条件发生了变化,东亚地区三个古老的国家开始相继实现对外开放的历史进程。三国在向近代外交迈进的过程中表现出不同的姿态。中朝两国的统治者都不能以对世界变局的正确认识以及健康的心态迎接来自西方的挑战,融入新的国际秩序。只有日本在新的形势面前适时摒弃传统的世界观,以近代世界观看待东亚秩序问题,进而建立一个以日本为中心的东亚新秩序。三国在19世纪中后期不同的外交取向,与其是否能够与时俱进,形成近代世界秩序观有着直接的关系。     

谈和谐社会进程中大学生现代法律意识的培养

构建和谐社会进程中大学生现代法律意识教育存在的诸多问题不断凸现,影响了我国建设社会主义法治国家的进程。大学生在未来社会处于主导地位,发挥着主体的作用。从这个角度来说,探明大学生现代法律意识结构状况,研究如何培养大学生现代法律意识,对于中国的法治实践具有重大的现实意义和深远的历史意义。     

日俄战后日本农村的报德运动

幕末为挽救农村的危机而由二宫尊德创立的报德运动,在明治维新后持续的农村疲敝中,由他的弟子一直继承下来。特别是在日俄战后的地方改良运动中,报德运动从自发的民间组织的行为变成了内务省主导下的运动,报德思想也成了地方改良运动的指导理念。     

从卜辞看洹北商城一号宫殿的性质

将卜辞中有关宗庙的祭祀活动和祭祀场所资料与洹北商城一号宫殿基址的祭祀遗存相对照,内涵基本相合,从而证明洹北商城一号宫殿为商王的宗庙.     

1951:唯物史观派主流地位的确立

1951年,唯物史观派对于学术机构领导权和学术期刊经营权的掌握和控制以及自身社会地位的提升,使他们成为在学术界确立新意识形态的主导地位、推动学术变革和话语转换的中坚力量;唯物史观派聚拢传统学人进行史料整理、古籍校订,为学术史留下一笔财富。1951年前后唯物史观派主流地位的确立和当时学术格局的变动直接影响了20世纪后半期学术界的走向。     

焦虑与反思:当代中国对传统文化的认同

近代文化变迁以来,“中国哲学”这个称谓一直是一个有争议的问题,。但哲学作为一件“事情”,在中国是有的,哲学本也不是件东西。“事情”,德语为Sache,意指“争执”,“论争”。自古希腊,“哲学”就是对“智慧”的“爱”,是无尽的探问与追思,是爱者与被爱者之间的互通有无,即“对话”,因此对话是哲学的最为原初最为根本的形式,其表达形式则应该是多种多样并且与生活连在一起的。     

Where is Chinese nationalism? The political geography of a moving project

ABSTRACT. Since the rise of Chinese nationalism at the end of the nineteenth century, different political groups have sought to mobilise regional support by identifying with the national agenda of regional preferences. There have been changing contestations appealing to north, south, center, west and east. By analysing these moving identities, one can escape a misleading homogenisation of actual multi‐strandedness and better understand the nature and potential consequences of ongoing political struggles using conflicting nationalisms on behalf of diverse political agendas, some more war‐prone than others.     

青海近代的农业垦殖与环境变迁(1840～1949)

近代是历史时期波及青海全省范围的大规模农业垦殖的起始阶段,从其发展历程来看可以分为衰落、恢复并快速发展和再度衰落三个时期。不同时期,人口数量、农垦的地域分布和水利事业发展均有所不同。近代农垦对青海环境变迁所造成的影响依然是局部的。     

The Origin of “Chinese Philosophy”

Using the analysis of a single word to launch a conceptual review of (a problem in) cultural history, the Chinese term zhexue 哲學 (wisdom-learning, tetsugaku) is not simply a translation of the word “philosophy”; its inventor, Nishi Amane (1829–97), regarded it as the (Western) counterpart of Oriental learning (Tōyōgaku). The first explicit linkage of “philosophy” with “the East” was at The University of Tokyo, where it played an important role in the work of Katō Hiroyuki (1836–1913) and Inoue Tetsujirō (1855–1944). Inoue’s History of Oriental Philosophy, written under Katō’s inspiration, used Western philosophy to systematize ancient Chinese thought, and transformed “philosophy” (tetsugaku) from a learning of others, or Western learning, into an important component of the spiritual world of the East, and into a kind of universal knowledge. This was completely different from earlier lectures on “China philosophy” (shina tetsugaku) by Nakamura Masanao (1832–91) and Shimada Jūrei (1838–98) which still followed the Chinese underlying structure, and in the background, it had the intent of grasping the power to control East Asian discourse. In China, when young scholars like Wang Guowei (1877–1927) embraced philosophy, they already took its universality as a self-evident premise. This kind of alignment later evolved into a situation where it seemed entirely natural to use Western systems to interpret Chinese thought, and it also induced serious scholars to reflect. However, “Oriental philosophy” and “Chinese philosophy” provide East Asia and especially China with an opportunity to reevaluate its traditional culture. In this connection, “Chinese philosophy” includes: first, using philosophical concepts to re-provision ancient thought (the so-called history of Chinese philosophy); second, the occurrence of “philosophy” and “Chinese philosophy” and their evolution after their arrival in China; third, drawing on philosophy to enrich and develop China’s thinking. When seeking out “philosophy” in the veins and arteries of China’s history, the first and second aspects must be strictly distinguished. As to what the future may hold, the effect of the third aspect is most important.     

《〈抱朴子外篇〉校笺下》校补

本文是在杨明照《(抱朴子外篇)校笺下》基础上遵循杨先生的校勘原则与方法,从中国文化诸方面,就残误、形误、脱误、衍误、异文、词序或语序颠倒、句型不一、典故与知识缺陷等,所作的校补,凡１２０余条。