9 41-60 2004 12 * *

42 9 1 2 1619-1692 3 1 1996 152 2 1981 95 198 2000 38-47 3 1998 13 499 2 1 241-242

43 4 5 6 7 4 1982 147 5 1986 700 5 25 6 701 75 38 7 1 5 1027

44 9 8 9 10 11 12 13 14 15 8 59 16 1114 9 6 2 490 10 7 5 1028 11 1979 517 1980 3 724 12 7 5 1026 13 5 586 14 586 15 5 700 1 2

45 16 17 18 19 16 7 5 1028 17 2000 250 18 8 929 19

46 9 20 21 22 23 24 25 26 27 28 20 2 3 299-300 21 302 22 18 8 933 23 18 8 929 24 12 427 25 7 5 1028 26 27 4 18 876 28 24

47 29 30 31 32 33 34 35 29 1982 246 30 1981 2 13 31 2000 6 58 2798 32 5 700 1 2 33 881 34 7 5 1029 35 13 499

48 9 36 37 38 39 40 36 24 401 37 35 500 38 35 39 10 14 535

49 41 42 43 44 45 40 5 377 41 18 8 911 42 13 7 182 43 11 15 335 44 1 67 45 7 177

50 9 46 47 1. 48 49 50 46 19 697 47 18 10 1109 48 5 263 49 1983 144 50 293

51 2. 51 52 53 54 55 56 51 109 52 49 53 218 54 49 145 55 1262 56

52 9 57 58 59 60 61 1262-1263 57 130 58 51 114 59 29 1088 60 1 239-240 61 204

53 62 63 64 65 62 60 1 241-242 63 4 36 1461 64 3 903-905 65 411 1995 7 2001 2003 6 1994

54 9 66 67 68 7 165032 2003 66 1985 1241 67 4 165 68 6 580

55 69 John Locke1632-1704 70 71 72 69 49 291 70 2002 329 71 34 2004 6 244 72

56 9 73 74 75 2003 11-12 73 5 701 77 9 74 7 72 3604 75 7 5 1029

57 1982 1981 2000 1986 1 1998 1 2 4 5 5 6 10 11 12 13 13 1982 1996 2000 1979 16 2003 2002 1980 1983 2000 16 1981 16

58 9 34 2004 6 2003 6 1995 7 1994 2003 2001

59 Feng Chia Journal of Humanities and Social Sciences pp. 41-60, No.9, Dec. 2004 College of Humanities and Social Sciences Feng Chia University Wang, Chuan-Shan s Theory of Taking the Object to Be a Teacher Chang-Chia Liu * Abstract While extensively annotating the Chinese classics, Wang, Chuan-Shan advanced the argument of Taking the object to be a teacher. The object took the relative meaning that meant the concrete concept of a matter or a thing. For matter and person, Chuan-Shan highlighted depending on the matter but not the person. For object and reason, he stressed using the object to manifest the reason. This kind of argument developed from Yi-chuan. Chuan-Shan broke the dichotomy of metaphysics and concrete science, and Taoism and implements, and brought up the theory of There are only implements in the world that Taoism was within implements to fulfill Taoism directly on implements. Hence, Chuan-Shan emphasized that the practice of morality was on matter, but not in one s heart or on reason. Although Chuan-Shan said implements and Taoism were mutual required and contained, Chuan-Shan s theory was developed from Taoism of metaphysics to implements of concrete science. But the development of implements did not diverge from the one of Taoism. That was, while being to, it had the implication of fro at any time. However, what he attached importance to was the metaphysical experiment value of implements. Therefore, in this article, I think Chuan-Shan s philosophy was the dynamic philosophical outlook that developed from the argument of All to has the trend of fro (Wu-wang-bu-fu) of the Books of Changes (Jhou-yi). Chuan-Shan * Ph.D. Candidate, Department of Chinese Literature, National Changhua University of Education.

60 9 stressed Taoism was within implements, and spoke of Taoism from implements. On the locus of development of thought, it formed an endless circle with the Confucian school and Taoist school s thinking from Taoism to implements. Keywords: Wang, Chuan-Shan, taking the object to be a teacher, there are only implements in the world, Taoism was within implements, All to has the trend of fro (Wu-wang-bu-fu).