On April 30, 2018 Confucius Academy Spring Seminar is held at Confucius Academy. WU Guang, Researcher of Zhejiang Academy of Social Sciences, Professor of Remin University of China, School of Chinese Classics, ZHANG Xinmin, Honorary Dean of Chinese Academy of Classical Learning with Guizhou University, ZHU Hanmin, Dean of School of Chinese Classics with Hunan University Yuelu Academy, LIU Xuezhi, Senior Professor with Philosophy Department of Shaanxi Normal University, express their theories and debate under the subject of “All Flowers in Blossom—Discussion on Regional Learnings” and issue their opinions on the characters and academic spirits of the regional learnings including Zhe Learning, Guan Learning, Shu Learning, Qian Learning and Xiang Learning. The meeting is hosted by SHU Dagang, Dean of the International Confucian Institute of Sichuan University.
WU Guang introduces that the main idea of Zhe Learning may be summarized as “practical and realistic, balance of justice and benefit, unity of knowledge and action, application of affairs administration”. And differentiated from Zhejiang Spirit, which emphasizes the entrepreneurship of humanistic pragmatism, Zhe Learning is academic in nature, laying importance on “both industry and commerce are dominant professions”.
LIU Xuezhi recommends that Guan Learning refers to the “Guanzhong Neo-Confucianism” after Song Dynasty, which is one of the important regional school of Neo-Confucianism, characterized with “personally practice of the ethical codes, humanistic pragmatism, concrete issues, and integrity”. Meanwhile, the characteristics of thoughts and the nuclear of the cultural spirits of Guan Learning include “the theory that man is an integral part of nature”, “People are my brothers and all things are my kinds”, “Four Fors” (which are four sentences, originally said by ZHANG Zai of the North Song Dynasty, that is paraphrased as: For the society, to rebuild the spiritual values; for the public, to identify the life significance; for the late saints, to carry forward their unique knowledge; for the coming generations, to found the cornerstones of peace and tranquility”)
ZHANG Xinmin presents that the research on Qian Learning -the regional learning of Guizhou Province, originated from 90s in last century. The generalized Qian Learning is the Qingshuijiang Culture, which is the integration between Confucius culture and the Guizhou local witchery culture. Because Guizhou is a multi-national region, the polyphyly of Qian Learning is relatively outstanding among other characters of Guizhou Qian Learning, including “tranquility, steadiness, perseverance, and studiousness”.
ZHU Hanmin extends that Xiang Learning is the unity of philosophical connotation and economic studies, characterized by “Doctrine keeping not prevailing over trend following”, “training talents and preaching people”, etc. The succession of Xiang Learning is based on academy, ancestral hall. He adds that as the rising of academies and ancestral halls, all students need to worship the ancestral halls, thus, the Xiang Learning is continued through running academies and building ancestral halls.
SHU Dagang said that Shu Learning is characterized by “integrated development of various academic schools for extraction of the essence”, “honoring doctrines and moralities while maintain practical”.
After the South Song Dynasty, Shu Learning has included multiple schools of academic thoughts and realized the revitalization through integration. He also summarizes that the regional learnings are important component parts for Chinese academic research, providing spiritual and intelligent supports for both regional traditional cultures and culture development in the future.