IBefore you read
Many Vietnamese people may never have opened a single page of the Four Books, yet almost everyone knows the four phrases tu thân, tề gia, trị quốc, bình thiên hạ, refine yourself, set your household in harmony, bring order to the state, bring peace to all under Heaven. Those four phrases come from a passage of two hundred and five Chinese characters, the passage that opens the Great Learning. From the time the Four Books became examination texts in 1313 until the civil examinations ended for good in the early twentieth century, these were the first lines of the Four Books that examination candidates in China, Korea and Vietnam had to read, learn by heart and be able to explain when they entered the examination hall.
The book is called the Great Learning 大學, literally the great learning. The words đại học here do not mean a university, as they do in Vietnamese today. In his preface to the Great Learning in Chapters and Verses, Zhu Xi says that in ancient times children entered the lesser learning at the age of eight, to learn sweeping and cleaning, answering and responding, coming forward and withdrawing, and the six arts of ritual, music, archery, charioteering, writing and arithmetic. At fifteen they entered the great learning, to learn the way of refining oneself and governing others. The Great Learning is therefore the learning of those who have grown up, learning in order to become a full person and to take on shared responsibilities.
The chapter presented on this page is what Zhu Xi called the Classic chapter 經一章, the core statement, which stands before ten chapters of commentary that explain each idea. In only two hundred and five characters, the Classic chapter sets out the three aims of the great learning, five stages of settledness in the heart, and then a chain of eight steps linking the investigation of things to peace throughout all under Heaven, running once backwards and once forwards. Later generations called these, for short, the three guiding principles and the eight items.
There is one thing you should know from the start. Confucianism has no daily prayers in the sense that other religions do. The Classic chapter of the Great Learning is not a petition, not a mantra, and is not offered to any deity. It is a text to study, to learn by heart and to ponder. This page presents the original text in Zhu Xi's arrangement, the Sino-Vietnamese transliteration and two translations prepared by the library, then explains each line and states plainly where commentators read it differently.
On the history of the text, two layers need to be kept apart. The first layer is the Great Learning chapter in the Book of Rites 禮記, the 42nd of 49 chapters in the received edition, such as the one on the Chinese Text Project. The Book of Rites is a collection of essays on ritual, compiled in the Western Han dynasty. The Great Learning chapter within it is a single continuous piece, not divided into chapters and with no named author. Zheng Xuan of the Han dynasty explained the chapter title as a record of broad learning that can be put to use in government. For many centuries this chapter was only one part of the Book of Rites and did not stand as a book of its own.
The second layer begins in the Song dynasty. The brothers Cheng Hao and Cheng Yi held that the order of the passages in the Book of Rites version had been disturbed, and each of them tried to rearrange it. Zhu Xi 朱熹, 1130 to 1200, went further. In his Great Learning in Chapters and Verses 大學章句 he did four things. First, he divided the piece into one Classic chapter and ten commentary chapters. Second, he changed the order of many passages, noting himself that the old version had many bamboo slips out of place, and that he had now examined and rearranged them following what Master Cheng had settled. Third, at the character 親 in the phrase tại thân dân, he kept the character unchanged in the main text but noted 程子曰:「親,當作新。」, that is, according to Master Cheng the character qin, close to, should be read as xin, to renew. Fourth, holding that the commentary chapter explaining the investigation of things and the extension of knowledge had been lost, he wrote a supplementary passage, which the library counts at 134 characters. He also held that the Classic chapter records the words of Confucius as passed on by Zengzi, while the ten commentary chapters record Zengzi's ideas as written down by his disciples.
In 1190 Zhu Xi had the Great Learning printed together with the Doctrine of the Mean, the Analects and the Mencius, with his own commentaries, as the Four Books. Later, Wang Yangming 王陽明, 1472 to 1529, rejected both the rearrangement and the supplementary passage and returned to the Book of Rites version, which he called the Old Text of the Great Learning. That Confucius and Zengzi were its authors is what the tradition of Zhu Xi affirms. Historians today have no firm evidence to confirm that attribution, and many scholars regard the Great Learning as an anonymous Confucian essay.
IIThe full text of the Classic chapter in two hundred and five characters
| Verse | Original Chinese text | Sino-Vietnamese transliteration | English | Vietnamese |
|---|---|---|---|---|
| 1 | 大學之道,在明明德, | Đại Học chi đạo, tại minh minh đức, | The way of great learning lies in making bright the bright virtue, | Đạo của cái học lớn là ở chỗ làm sáng cái đức sáng, |
| 2 | 在親民,在止於至善。 | tại thân dân, tại chỉ ư chí thiện. | in being close to the people (which Zhu Xi reads as renewing the people), and in coming to rest in the highest good. | ở chỗ thân với dân, mà Chu Hy đọc là làm mới dân, và ở chỗ dừng lại nơi điều thiện tột bậc. |
| 3 | 知止而后有定,定而后能靜, | Tri chỉ nhi hậu hữu định, định nhi hậu năng tĩnh, | Knowing where to rest, one becomes settled. Being settled, one can be still, | Biết chỗ phải dừng rồi sau mới có chỗ định, có định rồi sau mới tĩnh được, |
| 4 | 靜而后能安,安而后能慮,慮而后能得。 | tĩnh nhi hậu năng an, an nhi hậu năng lự, lự nhi hậu năng đắc. | being still, one can be at peace. At peace, one can reflect, and reflecting, one can attain. | tĩnh rồi sau mới yên được, yên rồi sau mới suy xét được, suy xét rồi sau mới đạt được. |
| 5 | 物有本末,事有終始, | Vật hữu bản mạt, sự hữu chung thủy, | Things have roots and branches, affairs have ends and beginnings. | Vật có gốc có ngọn, việc có cuối có đầu, |
| 6 | 知所先後,則近道矣。 | tri sở tiên hậu, tắc cận đạo hĩ. | To know what comes first and what comes after is to be near the Way. | biết cái gì trước cái gì sau thì đã gần với đạo. |
| 7 | 古之欲明明德於天下者,先治其國, | Cổ chi dục minh minh đức ư thiên hạ giả, tiên trị kỳ quốc, | The ancients who wished to make bright virtue shine throughout all under Heaven first brought good order to their states. | Người xưa muốn làm sáng đức sáng ra khắp thiên hạ thì trước hết trị cho yên nước mình, |
| 8 | 欲治其國者,先齊其家, | dục trị kỳ quốc giả, tiên tề kỳ gia, | Wishing to bring order to their states, they first set their households in harmony. | muốn trị yên nước mình thì trước hết sắp cho êm nhà mình, |
| 9 | 欲齊其家者,先脩其身, | dục tề kỳ gia giả, tiên tu kỳ thân, | Wishing to set their households in harmony, they first refined their own persons. | muốn sắp êm nhà mình thì trước hết sửa lấy thân mình, |
| 10 | 欲脩其身者,先正其心, | dục tu kỳ thân giả, tiên chính kỳ tâm, | Wishing to refine their persons, they first set their hearts upright. | muốn sửa thân mình thì trước hết giữ lòng cho ngay, |
| 11 | 欲正其心者,先誠其意, | dục chính kỳ tâm giả, tiên thành kỳ ý, | Wishing to set their hearts upright, they first made their intentions true. | muốn giữ lòng cho ngay thì trước hết làm cho ý thành thật, |
| 12 | 欲誠其意者,先致其知, | dục thành kỳ ý giả, tiên trí kỳ tri, | Wishing to make their intentions true, they first carried their knowing to its fullest. | muốn ý thành thật thì trước hết đưa cái biết tới chỗ cùng tột, |
| 13 | 致知在格物。 | trí tri tại cách vật. | Carrying knowing to its fullest lies in gewu, which Zhu Xi reads as investigating things and Wang Yangming as rectifying them. | đưa cái biết tới chỗ cùng tột là ở nơi cách vật. |
| 14 | 物格而后知至,知至而后意誠, | Vật cách nhi hậu tri chí, tri chí nhi hậu ý thành, | Only when gewu is accomplished does knowing arrive. Only when knowing arrives do intentions become true. | Vật đã được cách rồi sau cái biết mới tới nơi, cái biết tới nơi rồi sau ý mới thành, |
| 15 | 意誠而后心正,心正而后身脩, | ý thành nhi hậu tâm chính, tâm chính nhi hậu thân tu, | Only when intentions are true is the heart upright. Only when the heart is upright is the person refined. | ý thành rồi sau lòng mới ngay, lòng ngay rồi sau thân mới sửa được, |
| 16 | 身脩而后家齊,家齊而后國治, | thân tu nhi hậu gia tề, gia tề nhi hậu quốc trị, | Only when the person is refined is the household in harmony. Only when the household is in harmony is the state in good order. | thân sửa được rồi sau nhà mới êm, nhà êm rồi sau nước mới yên, |
| 17 | 國治而后天下平。 | quốc trị nhi hậu thiên hạ bình. | Only when the state is in good order is all under Heaven at peace. | nước yên rồi sau thiên hạ mới thái bình. |
| 18 | 自天子以至於庶人, | Tự thiên tử dĩ chí ư thứ nhân, | From the Son of Heaven down to the common people, | Từ bậc thiên tử cho tới người dân thường, |
| 19 | 壹是皆以脩身為本。 | nhất thị giai dĩ tu thân vi bản. | all alike take the refining of the person as the root. | hết thảy đều lấy việc sửa mình làm gốc. |
| 20 | 其本亂而末治者否矣, | Kỳ bản loạn nhi mạt trị giả phủ hĩ, | That the root should be in disorder while the branches are well ordered cannot be. | Gốc đã rối mà ngọn lại yên thì không có lẽ ấy, |
| 21 | 其所厚者薄,而其所薄者厚,未之有也。 | kỳ sở hậu giả bạc, nhi kỳ sở bạc giả hậu, vị chi hữu dã. | To slight what deserves weight and give weight to what deserves little, this has never yet been. | chỗ đáng hậu mà mình đối bạc, chỗ đáng bạc mà mình lại đối hậu, việc như thế chưa từng có. |
IIILine by line commentary
The section below follows the exact order of the original text, divided into eleven passages. For each passage it explains what the difficult words mean, how the argument runs, and where commentators read it differently. When the page says how Zhu Xi glosses a line, the library cites his notes in the Great Learning in Chapters and Verses. When it says how Wang Yangming reads a line, the library cites the Instructions for Practical Living. The two readings are set side by side, and neither is made the standard.
The four opening characters are both the first line and the title of the book. The word đạo 道, dao, does not carry the mystical sense it has in the Tao Te Ching. It means the path, the principle, the proper method of an undertaking. The way of great learning is where that great learning aims and which road it takes.
Commentators read the words đại học, great learning, in two directions. Zheng Xuan of the Han dynasty explained the chapter title as broad learning that can be put to use in government. Zhu Xi glosses it briefly as the learning of adults, and in his preface ties it to the stage of study begun at fifteen, after the lesser learning. The two readings do not exclude each other: one stresses the breadth of the content, the other the age and standing of the learner.
The two characters ming stand side by side but play different roles. The first minh 明 is a verb, to make bright. The phrase minh đức 明德 that follows is a noun, bright virtue. The whole line means making the virtue that is bright by nature shine again.
Zhu Xi notes that bright virtue is what people receive from Heaven, clear, responsive and never dimmed, containing every principle needed to meet the myriad affairs. On that reading, bright virtue is already present in everyone and is only covered over by one's endowment of qi and by desire, so learning means polishing it bright again, not bringing in anything new. This reading is tied to Mencius's teaching that human nature is originally good.
These three characters have caused the longest dispute in the whole book. The main text in every edition the library compared, both the Book of Rites version and Zhu Xi's, writes 親, read thân in Sino-Vietnamese, qin in Chinese, meaning close to, loving. Read as written, the line means being close to the people, caring for the people. Kong Yingda of the Tang dynasty explained it in that sense.
Cheng Yi of the Song dynasty held that the character should be read as 新, tân in Sino-Vietnamese, xin in Chinese, to renew. Zhu Xi followed Cheng Yi, keeping the character thân in the main text but noting 親,當作新, and explained renewal as casting off the old: a person who has made their own virtue bright reaches out to help others also wash away the stains they have picked up. The support for this reading lies within the book itself: the second commentary chapter explains this line with three quotations that all contain the character xin, among them the line 作新民, to make the people new.
Wang Yangming disagreed. At the opening of the Instructions for Practical Living, when his student Xu Ai asked about it, he replied that qin min is like the phrase in Mencius about being close to one's kin and caring for the people, that qin means to love, that saying qin min includes both nourishing and teaching, while saying xin min leans to one side only. The library keeps the character thân in the transliteration because that is the character on the page, and records the reading tân dân, renewing the people, within the translation itself.
The character chỉ 止 means to stop, to stand, to rest in place. The phrase chí thiện 至善 means the good carried to its utmost. Zhu Xi glosses the highest good as the utmost point of what is right and proper in each affair, and resting there as reaching it and not moving away.
Note the word rest. The line does not say to keep advancing toward the good forever. It says there is a right place to stand, and the difficulty lies in finding that place and standing firm in it. The third commentary chapter explains it with very down to earth examples: as a ruler, rest in humaneness, as a minister, rest in reverence, as a child, rest in filial devotion, as a father, rest in kindness, in dealings with the people of the state, rest in trustworthiness. Each role has its own place to stand.
Next comes a chain of five stages linked by the words nhi hậu 而后, and only then. Knowing where to rest brings định, settledness, settledness brings tĩnh, stillness, stillness brings an, peace, peace brings lự, reflection, and reflection brings đắc, attainment. Zhu Xi glosses settledness as the will having found its direction, stillness as the heart not moving rashly, peace as being at ease wherever one is, reflection as handling affairs with care, and attainment as reaching the place where one should rest.
This chain is worth reading slowly because it says something contrary to habit. People tend to think that one must deliberate a great deal before knowing what one wants. This line reverses that: one must first know where one needs to stand, only then does the heart settle, only when the heart is settled can one reflect things through, and only after reflecting things through does one attain. Reflection comes at the fourth stage, not the first.
The character bản 本 is the root of a tree, and mạt 末 is its tip. Chung thủy 終始 here does not mean marital faithfulness, as the phrase usually does in everyday Vietnamese, but end and beginning. The original puts end before beginning, an old way of speaking, and the meaning is unchanged.
Zhu Xi links this line to the two passages before it: bright virtue is the root, renewing the people is the branch, knowing where to rest is the beginning, and attainment is the end. The line that follows, to know what comes first and what comes after is to be near the Way, is the hinge of the whole chapter.
This is the most famous passage in the book, and the way it is written is quite distinctive. The text runs backwards from the branches to the root: wishing to make virtue bright throughout all under Heaven, one first brings order to the state, wishing to bring order to the state, one first sets the household in harmony, wishing to set the household in harmony, one first refines oneself, wishing to refine oneself, one first sets the heart upright, wishing to set the heart upright, one first makes the intention true, wishing to make the intention true, one first extends knowing. Each clause takes the second half of the previous sentence as its first half, like links interlocking in a chain.
The character tề 齊 originally means to make even, to bring into line. Tề gia means ordering the household so that those above and below have their proper places and each person keeps to their own role, not managing in the sense of giving orders. The character tu 脩 means to repair, to refine, and in Zhu Xi's edition it is written with the meat radical, a variant form of the familiar 修. The word quốc, state, here means a feudal state of ancient times, while thiên hạ is the whole realm under Heaven.
The shortest line in the chain changes the way it speaks. The six lines before it all follow the pattern wishing for A, one first does B. Here the text does not say wishing to extend knowing, one first does gewu, but says that extending knowing lies in gewu, that it is located in gewu. That change of wording binds these two stages together more tightly than any others, almost as two sides of one act, and it is exactly here that the commentators part ways.
The character trí 致 means to bring to, to push all the way. The character tri 知 means knowing. The hardest character is cách 格, ge. There are at least three readings. Zheng Xuan of the Han dynasty explained ge as to come, to draw toward, in the sense that when someone knows goodness deeply, good things come to them, and when someone knows evil deeply, evil things come to them. Zhu Xi notes 格,至也。物,猶事也, that is, ge means to arrive, things are like affairs, and gewu means examining the principle of things to the very end. Wang Yangming explains 格者,正也, ge means to set right, and a thing is wherever one's intention is directed.
After running backwards, the text turns and runs forwards, from the root to the branches, through eight stages linked by the words nhi hậu: things investigated, knowing arrived, intention true, heart upright, person refined, household in harmony, state in order, all under Heaven at peace.
The character thành 誠 here means true, not false. The sixth commentary chapter explains making the intention true as not deceiving oneself, hating what is bad as one hates a foul smell, loving what is good as one loves beauty, and says the noble person must be watchful even when alone. The character chính 正 means upright, not tilted. The seventh commentary chapter says that when anger, fear, fondness or worry takes hold of the heart, the heart cannot be upright.
The Son of Heaven is the king, regarded as the son of Heaven. Thứ nhân 庶人 are the common people, those without rank or title. Zhu Xi glosses the phrase nhất thị 壹是 as all without exception, leaving no one out. The character for one is written in the form 壹, the full form of the character one, and is still read nhất.
This line is the socially decisive line of the whole chapter. The eight stages above sound as if they were meant only for rulers, since they include bringing order to the state and bringing peace to all under Heaven. But this line says that the common root for everyone, from king to commoner, is refining oneself. A commoner does not govern a state, but still has a self to refine and a household to set in harmony.
The last sentence has two parts, and the second is harder than the first. The first part, that the root should be in disorder while the branches are well ordered cannot be, returns to the image of root and branch. The second part speaks of hậu 厚 and bạc 薄, thick and thin, that is, what deserves generous treatment and what deserves lighter treatment.
Zhu Xi notes 所厚,謂家也, what deserves weight means the household. On that reading, the line says that a person who is cold toward their own household yet generous toward distant and outside affairs is something that cannot happen. Some other commentators read it more broadly, taking thick and thin to refer in general to root and branch, to near and distant affairs. The two readings meet at one point: the order of first and after must not be reversed.
IVThe three guiding principles and the eight items
The terms cương lĩnh, guiding principles, and điều mục, items, do not appear in the original text. They come from Zhu Xi's notes: after the first three lines he writes 此三者,大學之綱領也, these three are the guiding principles of the Great Learning, and after the chain of eight stages he writes 此八者,大學之條目也, these eight are the items of the Great Learning. The character cương is the main cord of a net, and lĩnh is the collar of a garment: lift either one and the whole thing comes up with it. Điều mục means individual entries, specific items. Students in former times learned these two lists by heart before they understood every word.
| Guiding principle | Chinese | Meaning according to Zhu Xi's notes |
|---|---|---|
| Minh minh đức, making bright the bright virtue | 明明德 | Making bright again the bright virtue received from Heaven, which has been covered over by one's endowment of qi and by desire |
| Thân dân, being close to the people, read by Zhu Xi as tân dân, renewing the people | 親民 | According to Zhu Xi: helping others also cast off the old stains they have picked up and make their virtue bright. According to Wang Yangming: caring for the people, including both nourishing and teaching them |
| Chỉ ư chí thiện, coming to rest in the highest good | 止於至善 | Reaching the utmost point of what is right and proper in each affair and standing firm there |
The eight items are the eight stages of the chain that runs backwards and then forwards. The table below lists them in the forward direction, from root to branch, and also shows where Zhu Xi divides the eight stages into two halves. The first half, from the investigation of things to refining oneself, is the work of making bright the bright virtue, that is, work on oneself. The second half, from setting the household in harmony to bringing peace to all under Heaven, is the work of renewing the people, that is, work that reaches out to others.
| Stage | Item | Chinese | Brief meaning | Belongs to |
|---|---|---|---|---|
| 1 | Cách vật, gewu | 格物 | Zhu Xi: examining the principle of things to the end. Wang Yangming: setting right wherever the intention is directed | Making bright the bright virtue |
| 2 | Trí tri, extending knowing | 致知 | Carrying knowing to its fullest. Wang Yangming reads it as extending innate knowing (liangzhi) | Making bright the bright virtue |
| 3 | Thành ý, making the intention true | 誠意 | Making the intention genuine, not deceiving oneself | Making bright the bright virtue |
| 4 | Chính tâm, setting the heart upright | 正心 | Keeping the heart upright, not letting anger, fear, fondness or worry take hold of it | Making bright the bright virtue |
| 5 | Tu thân, refining oneself | 脩身 | Refining oneself, the common root for everyone from king to commoner | Making bright the bright virtue, the hinge stage |
| 6 | Tề gia, setting the household in harmony | 齊家 | Ordering the household so that those above and below have their proper places | Renewing the people |
| 7 | Trị quốc, bringing order to the state | 治國 | Bringing the state to good order | Renewing the people |
| 8 | Bình thiên hạ, bringing peace to all under Heaven | 平天下 | Bringing peace to the whole realm under Heaven | Renewing the people |
The point to remember: the four phrases tu thân, tề gia, trị quốc, bình thiên hạ, refine yourself, set your household in harmony, bring order to the state, bring peace to all under Heaven, are only the second half of the eight stages. The original text places four stages that lie within the person, cách vật, trí tri, thành ý, chính tâm, investigating things, extending knowing, making the intention true and setting the heart upright, before refining oneself. And the text states clearly that the root for everyone, from king to commoner, is refining oneself, not that everyone must go on to bring peace to all under Heaven.
VGewu and extending knowing: Zhu Xi and Wang Yangming
The five characters 致知在格物 are where Confucian learning of the Song and Ming dynasties divided into two streams. The stream of Zhu Xi later came to be called the School of Principle, and the stream of Wang Yangming the School of Mind. The difference is not only over the one character ge. It also involves which edition to read, how to divide the chapters, and whether to read qin min or xin min. This section sets the two approaches side by side, in each side's own words.
Zhu Xi's approach: examining things to the end of their principle
According to Zhu Xi, ge means to arrive, things are like affairs, and gewu means examining the principle of things to its very end, so that there is no point of its utmost reach that is not attained. Zhi means to push to the end, knowing is what one knows, and extending knowing means pushing one's own knowing to its end, so that nothing one knows is left incomplete.
Because he held that the commentary chapter explaining these two stages had been lost, Zhu Xi said he had ventured to take the ideas of Master Cheng to fill the gap. The supplementary passage opens with the line 所謂致知在格物者,言欲致吾之知,在即物而窮其理也, meaning that what is called extending knowing lies in investigating things says that if we wish to extend our knowing to its end, we must go to things themselves and examine their principle thoroughly. The passage goes on: the human mind is responsive, so there is no mind without knowing, and among the things of the world there is none without its principle. It is only because principle has not been fully examined that knowing is still incomplete. The learner must build on the principles already known and examine further, applying effort over a long time, until one day everything suddenly becomes clear, and then the outer and inner, the fine and coarse aspects of all things are fully reached, and the whole substance of the mind is fully bright.
The practical result of this reading is a learning that has an order, books to read and principles to seek in every affair, from the classics and history down to grasses and trees. In the Classified Conversations of Master Zhu, fascicle 14, Zhu Xi advises learners to read the Great Learning first to fix the overall framework, then the Analects to establish the root, then the Mencius to see how it is developed, and lastly the Doctrine of the Mean to find the subtleties of the ancients. This way of reading suited schools and examinations, since there was a commentary to teach from and a standard to grade by, and so the imperial courts chose it as the standard.
Wang Yangming's approach: setting right wherever the intention is directed
Wang Yangming read the character ge in a different sense. He said 格者,正也。正其不正,以歸於正也, ge means to set right, to set right what is not right so as to return it to what is right. As for things, he defined them through the chain 身之主宰便是心。心之所發便是意。意之本體便是知。意之所在便是物: what governs the body is the mind, what the mind puts forth is intention, the original substance of intention is knowing, and wherever intention is directed is a thing. If the intention is directed toward serving one's parents, then serving one's parents is a thing.
On this reading, principle does not lie outside the human mind, to be sought out one thing at a time. Knowing is within the mind, and he called it liangzhi, innate knowing, a term taken from Mencius, and extending knowing means carrying that innate knowing into action. Gewu is setting each thought right at the very moment it arises in each affair. Knowing and acting are not separate, and this is his teaching of the unity of knowing and acting.
Wang Yangming related that he himself had tried to follow Zhu Xi's approach when young. According to the account given in the Stanford Encyclopedia of Philosophy, he and a friend sat before a clump of bamboo to investigate the principle of the bamboo. The friend fell ill after three days, and he fell ill after seven, yet the principle of the bamboo never appeared. He told this story to show that seeking principle outside oneself is looking in the wrong place.
From there he rejected Zhu Xi's textual work as well. In 1518 he wrote a preface to the Old Text of the Great Learning, which keeps the order of the Great Learning chapter in the Book of Rites unchanged, with no division into Classic and commentary and no supplementary passage. The preface says that joining the idea of reverence onto it made it all the more patched together, that supplementing it with a commentary made it all the more fragmented, and that he set aside the chapter divisions to return to the old text. In his view the Book of Rites version lacked no passage, and gewu is already explained in the passage on making the intention true that comes right after. In 1527 he also summarized his view in the essay Inquiry on the Great Learning.
| Point of difference | Zhu Xi | Wang Yangming |
|---|---|---|
| The text | Rearranged into one Classic chapter and ten commentary chapters | Keeps the original order in the Book of Rites, called the Old Text |
| The character 親 | Following Cheng Yi, read as xin, renewing the people | Kept as qin, caring for the people, including both nourishing and teaching |
| The character ge | To arrive, to examine to the end | To rectify, to set right |
| The word things | Things and affairs, outer and inner | Wherever the intention is directed |
| Where principle lies | In each thing and in the mind, to be examined step by step until all is clear | Complete within the mind already, as innate knowing |
| The chapter on gewu and extending knowing | Lost, supplemented with a passage of 134 characters | Not lost, needs no supplement |
| How to learn | Reading books and examining the principle of each affair until, over time, all becomes clear | Setting thoughts right in the midst of action, knowing and acting as one |
As for what became of the two readings, the historical record shows that Zhu Xi's reading became the state standard: from 1313 the Four Books with Zhu Xi's commentary entered the Chinese civil examinations, and in 1415 the Ming dynasty issued the Great Compendium of the Four Books, which took Zhu Xi's commentary as the standard. Wang Yangming's reading did not become an examination standard, but it spread widely among Ming scholar officials and reached Japan as well. In Vietnam the examinations followed Zhu Xi's commentary, so Vietnamese students read the Great Learning with the division into Classic and commentary and with the reading xin min. In the Qing dynasty, the evidential scholars went back to examining the wording of the old texts, and the character ge was discussed in still more ways.
The library does not take sides. Zhu Xi read the character ge in its ancient sense of to arrive and built an ordered method of learning. Wang Yangming read it in the sense of to set right and brought learning back into the mind and into action. Both rely on the same five characters, extending knowing lies in gewu, and both still have followers today.
VIWhen and how followers of Confucianism read it
This must be said at once: Confucianism has no daily prayers. There is no fixed time for reading morning or evening, no kneeling or bowing while reading, and no line believed to bring blessings when spoken aloud. The Classic chapter of the Great Learning is read the way a scholarly text is read, and its place in the life of Vietnamese people in former times lay in three settings: the school, the examination hall, and everyday speech.
Following Zhu Xi's advice in the Classified Conversations of Master Zhu, fascicle 14, the Great Learning was read before the Analects, the Mencius and the Doctrine of the Mean, because it sets up the framework for the whole set. In Vietnam, children learning Chinese characters usually began with primers such as the Three Character Classic, Ấu Học Ngũ Ngôn Thi, Sơ Học Vấn Tân and Minh Tâm Bảo Giám, and only then moved on to the Four Books and Five Classics. According to an article from the Huệ Quang Library, which books came first and which came later was decided by the village teacher, so the order was not uniform across all schools.
Students in former times usually read each line aloud after the teacher, repeating it over and over until they knew it perfectly, and only then heard the teacher explain its meaning according to Zhu Xi's notes. The Classic chapter is short and has an even rhythm, with its lines linked by the repeated words nhi hậu, so it was one of the passages students learned earliest.
According to material from the Lam Kinh heritage site citing the Complete Annals of Đại Việt, from 1462 under Lê Thánh Tông the first session of the regional examination, thi Hương, was an essay on the meaning of the classics, kinh nghĩa, on the Four Books. Under the Nguyễn dynasty, the first regional examination was held in 1807 under Gia Long, and its first session was also an essay on the classics. To write such an essay one had to know the main text by heart and understand the commentary correctly. The last examination was held in 1919.
The four phrases tu thân, tề gia, trị quốc, bình thiên hạ have become a Vietnamese saying, used in words of advice, in parallel couplets and in literature, even by people who have never known that it comes from the Great Learning. Words such as cách vật trí tri, investigating things and extending knowing, chí thiện, the highest good, bản mạt, root and branch, and tiên hậu, first and after, also entered the Sino-Vietnamese vocabulary by this route.
At the Temple of Literature
At the Temple of Literature and Imperial Academy (Văn Miếu Quốc Tử Giám) in Hà Nội, the Great Learning is present first of all as a textbook. The Imperial Academy, founded in 1076 beside the Temple of Literature, was the first institution of higher learning in the Vietnamese state, and in later periods, when the examinations took their topics from the Four Books with Zhu Xi's commentary, this book was the foundation of study there. Today the Temple of Literature's heritage education programs, such as The Classroom of Old and Exploring the Books of Confucian Students, introduce schoolchildren to the ways the ancients studied and made books.
Study and sacrifice need to be clearly distinguished. In the sacrifice to Confucius at a temple of literature, known as the Thích Điện ceremony, the rite includes the procession bearing the ritual text into the Đại Thành hall, the steps of hand washing and offering incense, and the part that is read aloud is the sacrificial address. The library has not found reliable sources recording that the Classic chapter of the Great Learning is a fixed reading in the sacrificial rite at the Temple of Literature and Imperial Academy or at the Temple of Confucius in Qufu, and so does not describe it as such. The place of the Classic chapter at a temple of literature is the place of a textbook, not of a sacrificial address.
Differences between places
The text is the same, but each country in the Chinese character world reads it in its own voice. Vietnamese read it in Sino-Vietnamese pronunciation, as in the transliteration column above. Chinese read it in the pronunciation of their own region. Koreans read it in Sino-Korean pronunciation and insert particles from their own language between the clauses. The Japanese have the kanbun method of reading, which rearranges the order of the characters to fit Japanese sentence structure. Sino-Vietnamese transliteration also varies by region in places, such as chính tâm or chánh tâm for the character 正, and nhất thị or nhứt thị for the character 壹. These variations do not change the meaning.
The second difference is which edition is followed. Vietnamese students and most learners across the Chinese character world read Zhu Xi's edition, with its Classic chapter and the reading xin min. Followers of the School of Mind read the Old Text and the reading qin min.
VIICommon misunderstandings
Because the Classic chapter is short and some of its lines have become everyday sayings, it is often quoted out of context, attributed to an author, or read according to the meaning Sino-Vietnamese words have today. The five points below are the misreadings most often met.
Not so. It is a shortened saying drawn from the chain of eight stages. The original says only when the person is refined is the household in harmony, only when the household is in harmony is the state in good order, only when the state is in good order is all under Heaven at peace, and before refining oneself come the investigation of things, extending knowing, making the intention true and setting the heart upright. Cutting it down to four phrases loses the four inner stages, which are the part the book treats as the root.
Zhu Xi did not change the character in the main text. He kept 親 and noted that, according to Master Cheng, it should be read as 新. It was later printed editions that put the character xin directly into the main text. Whether to read qin or xin is a point on which commentators differ: Zhu Xi read xin, Wang Yangming read qin.
That is Zhu Xi's claim, and he stated it more carefully: the Classic chapter records the words of Confucius as passed on by Zengzi. The Great Learning chapter in the Book of Rites names no author. Historians today have no firm evidence to confirm that attribution.
The text speaks of first and after in the sense of root and branch, not as a schedule in which one stage must be completed before stepping on to the next. The line saying that from the Son of Heaven to the common people all take refining oneself as the root shows that everyone stands within that chain at once, and that commoners who do not govern a state still have their own part in it.
In the late Qing dynasty, the term gezhi was borrowed to name Western natural science, and since then it has been easy to read that meaning back into the ancient text. For Zhu Xi, the principle to be examined was first of all the moral principle in each affair, even though he also discussed grasses and trees. For Wang Yangming, gewu meant setting thoughts right. Neither approach is an experimental method.
?Quick Questions
What is the Classic chapter of the Great Learning
It is the opening passage of the Great Learning, 205 Chinese characters, from the line Đại Học chi đạo, tại minh minh đức, the way of great learning lies in making bright the bright virtue, to the line vị chi hữu dã, this has never yet been. The name Classic chapter was given by Zhu Xi when he divided the Great Learning chapter of the Book of Rites into one Classic chapter and ten commentary chapters. This chapter sets out three guiding principles, making bright the bright virtue, being close to the people and coming to rest in the highest good, together with eight items from the investigation of things to bringing peace to all under Heaven.
Which is right, qin min or xin min
The main text in every old edition writes the character 親, read thân in Sino-Vietnamese and qin in Chinese, meaning caring for the people. Cheng Yi of the Song dynasty held that it should be read as 新, read tân or xin, renewing the people, and Zhu Xi followed that reading in his notes, relying on the second commentary chapter, which contains the line to make the people new. Wang Yangming kept the reading qin min, holding that qin includes both nourishing and teaching. This is a genuine difference of interpretation, with no answer that all sides accept.
What are the three guiding principles and the eight items
The three guiding principles are the three aims of the great learning: making bright the bright virtue, being close to or renewing the people, and coming to rest in the highest good. The eight items are eight stages: investigating things, extending knowing, making the intention true, setting the heart upright, refining oneself, setting the household in harmony, bringing order to the state, and bringing peace to all under Heaven. The two terms guiding principles and items come from Zhu Xi's notes and do not appear in the original text.
What does gewu zhizhi mean
It depends on the commentator. Zhu Xi explains ge as to arrive, gewu as examining the principle of things to its very end, and extending knowing as pushing one's own knowing to completeness. Wang Yangming explains ge as to rectify, to set right, things as wherever the intention is directed, and extending knowing as carrying the innate knowing already present in the mind into action. Zheng Xuan of the Han dynasty gave yet another explanation. This page keeps the word gewu untranslated in the translation so as not to choose on your behalf.
Do followers of Confucianism recite the Great Learning daily like a prayer
No. Confucianism has no daily prayers. The Great Learning is a textbook, learned by heart in village schools in former times and tested in the Vietnamese civil examinations under the Lê and Nguyễn dynasties, where from 1462 the first session of the regional examination was an essay on the Four Books. In the sacrifice to Confucius at a temple of literature, the part read aloud is the sacrificial address, and the library has not found reliable sources recording the Classic chapter of the Great Learning as a fixed reading in the rite.