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重视学习是中华民族的优良传统,但“为何学习”、“学习什么”、“如何学习”在不同的历史时期却有着不同的观点。在这个问题上,毛泽东学习观对传统儒家的学习观有着明显的批判、继承和超越特征。一方面,毛泽东以“学习古今中外为国家革命和建设服务”对儒家“读好儒家经典以实现个人的修身致仕”进行了批判。另一方面,毛泽东批判继承了儒家好学、博学、勤学思想;总结批判了儒家知行观,提出了实践—认识—再实践的马克思主义知行观;继承发扬了儒家权变思想,提出了反对教条主义的主张。正是这种批判、继承和超越,使得毛泽东学习观既体现出浓厚的传统文化韵味,又展示出鲜明的时代特征。
Emphasis on learning is a fine tradition of the Chinese nation, but “learning why”, “learning what”, and “how to learn” all have different views in different historical periods. On this issue, Mao Zedong’s view of learning clearly criticizes, inherits and surpasses the traditional Confucian view of learning. On the one hand, Mao Zedong criticized Confucianism for reading Confucianism in order to achieve personal self-esteem by studying “learning from all over the world at home and abroad for national revolution and construction.” On the other hand, Mao Zedong criticized and inherited Confucianism, learned and diligent thinking critically; criticized and criticized the Confucian concept of knowledge and practice, put forward the practice-cognition-re-practice of Marxist conception of knowledge and behavior; inherited and developed Confucian doctrine of contingency, proposed dogmatism Advocate. It is precisely this kind of criticism, inheritance and transcendence that made Mao Zedong’s learning concept not only embody the strong traditional culture charm but also show the distinctive characteristics of the times.