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1 Ξ :,,, ;,,,,,,, :,, :,,,, 1895,, 1897,,,,,, :,, ;,, :! Ξ Dr. Michael Lackner ( The Formation of Modern Academic Disciplines in China), (DAAD) (CSC), :, : 12, :, 1998, 9740, 1, : 4, :, 1953, 392 :,, :, 1989, :, :, 1935, 1 75

2 2005 2,,, ;,,,, 20,,,,,,,,,,,,,,,,,,, (discipline),,,,,,,,,,,,,,, ;,,,,,,,, 20,,,, :, ;,, ;,,,,,, :, :, :, 1963, 374 :,, ,1 1, 1905 :,, 1 :, :, 2002, 2 :, : :, 2002 :, : (), :, 1996, ,,,, 76, :, 1999, ; :, :,,,

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4 2005 2,,,,,,,,,,,,,,,,,,,,,,,, :,,,,,,,, : :,,,,,? :,,,,,,,,,,,,,,,,,,,,,,,, 1899, :,,,,, ;,,?,,,,,,,, :, :, 1993, 3 36 :,, :, (), 516 :,, 59 : ( ),, :, 1997, 211 : 4,, :, 2000, 158 :, 11, :, 1992, 1118 :, :, 1902, 1 78

5 ,, ( ), ( ),,,,,,,,,,,,,,,,,, ;,,,,,,,,,, (J ules Aleni), :, ;, 10, 20, 1628,,,,,, (Josep h Edkins) 1880, ( Robert Hart),, 15 ;,, 1886 (),,, ; ( 10, 6 ),,,, ( Michel Foucault),,,,,,,, :, :, :, 2000,,,,,, :, :, :, 2003, , 160,,,, 1909,,, :, 5 (), :, :, 1997, :,, :,

6 2005 2,,,,,,,,,,, (Devello Zololos Sheffield), :,,,,,, ;,,,,,,, :,,, :,,,,,,,,,,, 1895, 12,,,,,,,,,,,,,,,,,,, 1897,,,,, ;, : ( ), :, :, 2001, :, :, :, 1882, 1, :, :, 1983, 192 :1, :, 1935, 9 :,,,, :, 2003, 401,, : 6 :,, , g,,,,,,,,,,,,,,,

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8 2005 2,,,,,,,,,, ( ) 1902,,,,,,,,,,,,,,,,,,,, 82 :,,,,,,,,,,,,,,,,, :, (1897),, : (, ) ( ) ( ) (, ), ; ( ) ( ), ; ( ) ( ) ( ) ( ) ( ) ( ), ; ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ), ; ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ), ; ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ), ; ( ) ( ) ( ) ( ) ( ) ( ) ( ), ; ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ),, 1902, 1 15,,,, : 1935, 1904, 20

9 ,,,,,,,,,,,,,,,,,, :,, ;,,,,,,,,,,,, ( Willam Muirhead), :,,,,,,,,,,,,,, :,,,,,,,,,,,,,,,,, : 2, 14, 7, 2, 1, 8, 7, 2, 2, 9, 1, 1, 4, 1, 1, 28, 12, 4, 8, 2, 1, 7, 4 :, :, , 1 2 :,, :,, 1886, 1 :,, 1897,, 2 3,1 2, 1857, 14 :, 2, :, :, 1998, 77 81,,, :, :, 1997,

10 2005 2,,,,,,,, (,, ) :, ;,,,,, ;,, :,,,, ;,, ;,, ;,, ;,, ;,,,, 20,,, :,, ;,, ;,, ;,, ;,, ;,,,, 8 65,,, 1888, 7 :,, ( W. A. P. Martin) 15,,,,,,,, :, : 1, :, 1967, 1, 1, 7 :,, :, 1976, 145 :, 1, 107 :,, :, 1984, 364 :, : 9, :, 1972, 1 :, :, [ ] ; 84 :, :, 2002, 11

11 3,,,,,,, 1897,, (),,,,, ( ),,,,,,,,,, 1898, 21, 16, 3, ;, 20, ; 21,,,,,,,, ,,, : () ( ) (),,,,,,,?,,,,,,, ( ),,,,,,,,,, :,9, 3,, 31, 22 :,,,,,,,,, 85

12 2005 2,,,, 1902, 16, 20,,,,, :,,, ;,,,,,,, ,,,,,,,,,, 1897, : ; : ; :, : ;,,,,,,,,,,,,,,90 ( ), : 3, :, :, 1983, 159 :, , :, : 86, 1901,, 22,, 10 :,,,,,,, ( δ :,, 1 2 ),,,,,,, 1993,

13 ,, ;,,,,,,,,,,, ;,, ;,,,,,,,,,,,,,, ( ),,,,,,,,,,,,,,,,,,, :,,,,,,,,,,,,,,,,,, ,,,,,, :,, :,, :, :1, :, 1986, : 2 ; : 20 :, :, 2000, 4 ( ) :,,,,,,,,,,,,,,,,

14 2005 2,,,,,,?,,, 20,,,,,, 19 20,,,,,, 20,,,,,,,,,,,,,,,, :,,,,, ;,,,,,, ;,,,,,, 20,,,, :, (), :, :, : :,, 7 :,, , 2001, , Rudolf G. Wagner,Importing anew Historyfor New Nation : China 1899, in Glen Most (ed. ), Historiz ation2historisierung, Aporemata, Kritische Studien zur Philologieg2 eschichte, vol. 5, Ggttingen : Vandenhoeck & Ruprecht, 2001, pp

15 ,,,,,,,,, ;,,,??? :,,,,,,,,,,,,,,,,,,,,,, ;,,, :,,!,,,?,,,,,,, :, ;, ;, ;,,,, :,,, :,,,,,, :,, :, 1981, 8 :,11 12, 1902 :,16, 1903 : 5 :, :, :, 1983, 1 19,, (, ),, ( ),,,,,,?( ),,,,,,,,,,,,, :, :, , :, :, 2000, 785 :, , :, :, 1979,

16 2005 2,,,,,,,,,,,,,,,,? ( ), 1902, :,,,,,,,,,,,,,,,,,,,,,,,,,, 1903, 2,,,,,,,,,,,,, 20,,, :,, ,, :, , :, : :,, 1 4 : 2, :, 1903,, :, : 90, 20,, 1995, ,,,,,,,,,,,, :, 2003, ; ::,:, 18 81

17 ,,, ;,?, :,,,,,,,,,,,,,,,,, 1869,,,,, :,, ;,,,, :,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,?,,, :,,,,,,,,,,,,, 1902,, :,,,,, :,,, ;,,,,,,, :, : 2, :, 1996, : 3, :, 2001, :,, :,1 9, 1905 () :,1 1, 1905 :, ,,

18 2005 2,,,,,, :,,, 1905,, :,,,,,!,,,, ( ) :,,,,,,,,,,,,,,,,,,,,,,,, ( Karl Mannheim), ; / ( Immanuel Wallerstein),,, , : (), ( ),,, 18,,,,,,, :,, 675 :,1 1, 1905 :,, 380 :, :, 1944, :,, :,, :, 1999, :?,,, R. : :,, : 92, 2003, 474

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20 2005 2,,,,,,,, :,, : :,? :,,,?,,,,,?, ;,,,, 1928 :,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, ;,,,,,,,?,,,,,, :, :, :, 1945, 31 :,2, 522 : 4, 159 :, :, 1935, :, 1 1 5, 1905, 1898,1, , 9 12 :, , ,,,,,,,,,,,, :, :,,,,

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22 HISTORICAL RESEARCH NO12, 2005 The Transition from the Study of the Chinese Classics to the Study of History : The Case of Liao Ping and Meng Wentong Wang Fansen (59) This paper will focus primarily on two themes from within Meng Wentongπs large body of academic research :gushi duoy uan lun, or the theory of the pluralistic origin of Chinese civilization, and the herein coineddashi bianqian lun, or studying history by examining general trends in historical event s while recognizing the interdependency of all the historical factors involved. The former model is set with2 in the complex backdrop of the modern academic transition from the study of the classics to the study of history, and in particular is related to the work of Mengπs mentor, Liao Ping, and his original approach to the study of Chinese classical texts. Gushi duoy uan lun was an innovative theory that shook contem2 porary notions ; Meng generated this approach by applying an historianπs way of thinking to the issues raised by Liao Ping, an expert in the study of the classics. Dashi bianqian lun, on the other hand, stres2 ses the process of development and change within history and the interplay between individual historical element s. Thus this model necessarily integrates social, political, and cultural dimensions, which is in2 dicative of Mengπs gradual induction into the new academic structure as a specialist in the study of histo2 ry. This academic transformation, from the study of classical texts to that of history, also reflects the profound and extensive changes in the values of the age. The Introduction of Western Historiography in China and Changes in Chinese Historiography Zhang Qing (75) By distinguishing thenew learning from theold learning,scholars made a distinction between Chinese historiographyand thewestern historiography in the late Qing dynasty. The introduction of Western historiography into China in such a context played a role in the changes in Chinese historiog2 raphy. In attempt s to make academic learning useful in governing the state, historiography was brought center stage. In the process ofborrowing from the West,historiography was put forward as part of Western learning. Chinese historians began to concern themselves with such questions as the meaning and domain of historical study, which obviously take historical study as an independent discipline. How2 ever, as the domain of historical study expands, it s autonomy as an independent discipline is open to question. That shows that the process of establishing historiography as a modern academic discipline is yet to be accomplished in China. An Exploration into the Kiri Project Yang Tianshi (96) Having taken over Wuhan and Guangzhou, and eager to persuade Chinese government to surren2 der, Japan carried out the so2called Kiri Project. According to Chinese sources, this involved a campaign of deception by agent s of the Chinese Secret Service in Hong Kong undertaken as a means to collecting more information. They forged not only the document s identifying representatives, but also Chiang Kai2 shekπs letters and the views of the Chinese government. J apanese representatives in Hong Kong assumed a low2key stance and tried to lure the top people in Chongqing into asummit. Chiang at first proposed dealing with the traitor Wang Jingweias a precondition for negotiations, but gradually realized the J apanese subterfuge and refused any further involvement. He also ordered an investigation of Zhang Zhiping of the Secret Service and was involved in the so2called investigation. However, effort s for secret negotiations with J apan were not ended immediately, to prevent Japan from diplomatically acknowledging Wang Jingweiπs pro2japan regime. 191

＊王心齋說得好：「天理者，」

＊王心齋說得好：「天理者，」樂是樂此學學是學此樂 - 梁漱溟對泰州學派的現代繼承與改造王汝華摘要以發皇新孔學為畢生志業的民初大儒梁漱溟, 其由佛歸儒的主要思想進路即是泰州學派本文乃扣緊梁漱溟與泰州學派的關係而發, 參稽梁漱溟的系列著作 ; 檢視