An Analysis Of The Thought Of The King Of The North In The Middle And Late Ming Dynasty

For a long time, Wang Yangming’s Disciples of Northern China haven’t been concerned by later scholars. However, they once spreaded Yangming’s theory of heart to Shandong, Henan, Hopei, Shanxi and other provinces.They had trained a large number of outstanding disciples. Their thoughts closely associated with the southern academic thoughts, but also with local characteristics. They paid attention to practice and helped Yangming’s theory had a good reputation. Integrated research on this regional school should deserve more attention. In this paper, the scholars’s thoughts is the main content and the study strictly based on its historical documents, to sort out the schools of different stages and region, trying to explore the internal continuation and relationship of them from comprehensive consideration, and attention to the important influence of the background in this process.The paper is divided into six parts:The introduction illustrates the significance of the topic, research status, research programs and interpretation of the relevant issues. On the other hand, analysis of the historical background of Wang Yangming and his disciples living, this includes:the political environment of Ming Dynasty, scholars’ political ideals and the actual situation and the economic and social conditions. In addition, it includes a brief analysis about the formation process and gist of Wang Yangming’s theory of heart, and the disciples’ thoughts division, then narrates the overall situation and main branch of Yangming’s disciples of northern China.The first chapter analyzes the early main representative Mu Kong-hui, he was a scholar of "Cheng-zhu Pai". His interpretation of the scriptures used Cheng-Zhu Confucian’s method, but Yangming’s influence is only reflected the aspect of learning Buddhism This part includes his doctrine system and the reasearch on his book Daxue Qianlv. Just like him, other Yangming’s early northern disciples’thoughts were complex, they hadn’t accepted all views of their teacher’s. Although not fully completing ideological transformation, they began to break the ice of Cheng-Zhu Confucian unification and prepared latecomer a favorable environment.The second and third chapters analyze the scholars’thoughts of the two major branches, and the analyze objects are these second and third generation disciples.Among them, the second chapter research on Shandong Zhang Hou-jue and his student Zhao Wei-xin. Zhang Hou-jue was closely related for Taizhou school and Longxi school, and created "Xian-cheng Pai". The word "Liangzhi" that means conscience was omitted for a "Liang" word, and he preached to experience the soul-body. Zhao Wei-xin made new development for his teacher’s theory, in order to get rid of other Confucian scholars’criticism for learning Zen Buddhist. In fact, the key concepts about transcendental conscience and morality training method in his theory inherited his teacher’s ideology.The third chapter analyzes Henan You Shi-xi and his disciple Meng Hua-li. They learned to Yang-ming’s Jiang-you students and created a school "Gong-fu Pai". You Shi-xi advocated that noumenon is only found from phenomenon and corrected our faults important. Meng Huali developed his teacher’s theory and made it concise and reasonable. In addition, he actively promoted "Ji-guo Bu" and speaking, etc.The fourth chapter research on the "Hui-tong Pai" scholar Lu Shan-ji, which was the end stage of the northern Yang-ming school in late Ming Dynasty. Lu Shan-ji read Yang-ming’s books and completed the internal fusion of Confucianism. His book about interpretation of the Four Books had great significance. He also advocated some early northern scholars’doctrine, and he paid attention to train the ability of moral practice in life. His attitude of integration was a symbol that the northern Yang-ming school to deal with the society crisis in late Ming Dynasty. After Lu Shan-ji’s martyrdom, the northern Yang-ming school was gradually faded into history.In the final conclusion, a variety of perspectives that dispersed in various chapters about the northern Yang-ming school to be integrated from the overall perspective, and various issues is sorted out, summarizing the history, achievements and characteristics, finding the similarities and differences among these branchs.