Hundred Schools of Thought
The Hundred Schools of Thought (Chinese: 諸子百家; pinyin: zhūzǐ bǎijiā) were philosophies and schools that flourished from the 6th century to 221 B.C. during the Spring and Autumn period and the Warring States period of ancient China.
|Hundred Schools of Thought|
An era of great cultural and intellectual expansion in China, it was fraught with chaos and bloody battles, but it was also known as the Golden Age of Chinese philosophy because a broad range of thoughts and ideas were developed and discussed freely. This phenomenon has been called the Contention of a Hundred Schools of Thought (百家爭鳴/百家争鸣; bǎijiā zhēngmíng; pai-chia cheng-ming; "hundred schools contend"). The thoughts and ideas discussed and refined during this period have profoundly influenced lifestyles and social consciousness up to the present day in East Asian countries and the East Asian diaspora around the world. The intellectual society of this era was characterized by itinerant scholars, who were often employed by various state rulers as advisers on the methods of government, war, and diplomacy.
- 1 Schools listed in the Shiji
- 2 Schools listed in the Hanshu
- 3 Unlisted schools
- 4 History and origins
- 5 See also
- 6 References
- 7 External links
Schools listed in the ShijiEdit
A traditional source for this period is the Shiji, or Records of the Grand Historian by Sima Qian. The autobiographical section of the Shiji, the "Taishigong Zixu" (太史公自序), refers to the schools of thought described below.
Confucianism (儒家; Rújiā; Ju-chia; "School of scholars") is the body of thought that arguably had the most enduring effects on Chinese life. Its written legacy lies in the Confucian Classics, which later became the foundation of traditional society. Confucius (551–479 BC), or Kongzi ("Master Kong"), looked back to the early days of the Zhou dynasty for an ideal socio-political order. He believed that the only effective system of government necessitated prescribed relationships for each individual: "Let the ruler be a ruler and the subject a subject". Furthermore, he contended that a king must be virtuous in order to rule the state properly. To Confucius, the functions of government and social stratification were facts of life to be sustained by ethical values; thus his ideal human was the junzi, which is translated as "gentleman" or "superior person".
Mencius (371–289 BC), or Mengzi, formulated his teachings directly in response to Confucius.
The effect of the combined work of Confucius, the codifier and interpreter of a system of relationships based on ethical behavior, and Mencius, the synthesizer and developer of applied Confucianist thought, was to provide traditional Chinese society with a comprehensive framework by which to order virtually every aspect of life.
There were many accretions to the body of Confucian thought, both immediately and over the millennia, from within and without the Confucian school. Interpretations adapted to contemporary society allowed for flexibility within Confucianism, while the fundamental system of modeled behavior from ancient texts formed its philosophical core.
Diametrically opposed to Mencius, in regards to human nature (性), was the interpretation of Xunzi (c. 300–237 BC), another Confucian follower. Xunzi preached that man is not innately good; he asserted that goodness is attainable only through training one's desires and conduct.
The School of Law or Legalism (法家; Fǎjiā; Fa-chia; "School of law") doctrine was formulated by Li Kui, Shang Yang (d. 338 BC), Han Feizi (d. 233 BC), and Li Si (d. 208 BC), who maintained that human nature was incorrigibly selfish; accordingly, the only way to preserve the social order was to impose discipline from above, and to see to a strict enforcement of laws. The Legalists exalted the state above all, seeking its prosperity and martial prowess over the welfare of the common people.
Legalism greatly influenced the philosophical basis for the imperial form of government. During the Han Dynasty, the most practical elements of Confucianism and Legalism were taken to form a sort of synthesis, marking the creation of a new form of government that would remain largely intact until the late 19th century.
Philosophical Taoism or Daoism (道家; Dàojiā; Tao-chia; "School of the Way") developed into the second most significant stream of Chinese thought. Its formulation is often attributed to the legendary sage Laozi ("Old Master"), who is said to predate Confucius, and Zhuangzi (369–286 BC). The focus of Taoism is on the individual within the natural realm rather than the individual within society; accordingly, the goal of life for each individual is seeking to adjust oneself and adapting to the rhythm of the natural (and the supernatural) world, to follow the Way (tao) of the universe, and to live in harmony. In many ways the opposite of rigid Confucian morality, Taoism was for many of its adherents a complement to their ordered daily lives. A scholar serving as an official would usually follow Confucian teachings, but at leisure or in retirement might seek harmony with nature as a Taoist recluse. Politically, Taoism advocates for rule through inaction, and avoiding excessive interference.
Mohism or Moism (墨家; Mòjiā; Mo-chia; "School of Mo") was developed by followers of Mozi (also referred to as Mo Di; 470–c.391 BC). Though the school did not survive through the Qin dynasty, Mohism was seen as a major rival of Confucianism in the period of the Hundred Schools of Thought. Its philosophy rested on the idea of impartial care (Chinese: 兼愛; pinyin: Jian Ai; literally: "inclusive love/care"): Mozi believed that "everyone is equal before heaven", and that people should seek to imitate heaven by engaging in the practice of collective love. This is often translated and popularized as "universal love", which is misleading as Mozi believed that the essential problem of human ethics was an excess of partiality in compassion, not a deficit in compassion as such. His aim was to re-evaluate behavior, not emotions or attitudes. His epistemology can be regarded as primitive materialist empiricism; he believed that human cognition ought to be based on one's perceptions – one's sensory experiences, such as sight and hearing – instead of imagination or internal logic, elements founded on the human capacity for abstraction.
Mozi advocated frugality, condemning the Confucian emphasis on ritual and music, which he denounced as extravagant. He regarded offensive warfare as wasteful and advocated pacifism or at the most, defensive fortification. The achievement of social goals, according to Mozi, necessitated the unity of thought and action. His political philosophy bears a resemblance to divine-rule monarchy: the population ought always to obey its leaders, as its leaders ought always to follow the will of heaven. Mohism might be argued to have elements of meritocracy: Mozi contended that rulers should appoint officials by virtue of their ability instead of their family connections. Although popular faith in Mohism had declined by the end of the Qin Dynasty, its views are said to be strongly echoed in Legalist thought.
School of Yin-yangEdit
The School of Naturalists or Yin-yang (陰陽家/阴阳家; Yīnyángjiā; Yin-yang-chia; "School of Yin-Yang") was a philosophy that synthesized the concepts of yin-yang and the Five Elements; Zou Yan is considered the founder of this school. His theory attempted to explain the universe in terms of basic forces in nature: the complementary agents of yin (dark, cold, female, negative) and yang (light, hot, male, positive) and the Five Elements or Five Phases (water, fire, wood, metal, and earth). In its early days, this theory was most strongly associated with the states of Yan and Qi. In later periods, these epistemological theories came to hold significance in both philosophy and popular belief. This school was absorbed into Taoism's alchemic and magical dimensions as well as into the Chinese medical framework. The earliest surviving recordings of this are in the Ma Wang Dui texts and Huangdi Neijing.
The School of Names or Logicians (名家; Míngjiā; Ming-chia; "School of names") grew out of Mohism, with a philosophy that focused on definition and logic. It is said to have parallels with that of the Ancient Greek sophists or dialecticians. The most notable Logician was Gongsun Longzi.
Schools listed in the HanshuEdit
School of DiplomacyEdit
The School of Diplomacy or School of Vertical and Horizontal [Alliances] (縱橫家/纵横家; Zonghengjia) specialized in diplomatic politics; Zhang Yi and Su Qin were representative thinkers. This school focused on practical matters instead of any moral principle, so it stressed political and diplomatic tactics, and debate and lobbying skill. Scholars from this school were good orators, debaters and tacticians.
Agriculturalism (農家/农家; Nongjia) was an early agrarian social and political philosophy that advocated peasant utopian communalism and egalitarianism. The philosophy is founded on the notion that human society originates with the development of agriculture, and societies are based upon "people's natural propensity to farm."
The Agriculturalists believed that the ideal government, modeled after the semi-mythical governance of Shennong, is led by a benevolent king, one who works alongside the people in tilling the fields. The Agriculturalist king is not paid by the government through its treasuries; his livelihood is derived from the profits he earns working in the fields, not his leadership.
Unlike the Confucians, the Agriculturalists did not believe in the division of labour, arguing instead that the economic policies of a country need to be based upon an egalitarian self sufficiency. The Agriculturalists supported the fixing of prices, in which all similar goods, regardless of differences in quality and demand, are set at exactly the same, unchanging price.
For example, Mencius once criticized its chief proponent Xu Xing for advocating that rulers should work in the fields with their subjects. One of Xu's students is quoted as having criticized the duke of Teng in a conversation with Mencius by saying:
A worthy ruler feeds himself by ploughing side by side with the people, and rules while cooking his own meals. Now Teng on the contrary possesses granaries and treasuries, so the ruler is supporting himself by oppressing the people.
Syncretism, or the School of Miscellany (雜家/杂家; Zajia) integrated teachings from different schools; for instance, Lü Buwei found scholars from different schools to write a book called Lüshi Chunqiu cooperatively. This school tried to integrate the merits of various schools and avoid their perceived flaws. The (c. 330 BC) Shizi is the earliest textual example of the Syncretic School.
School of "Minor-talks"Edit
The School of "Minor-talks" (小說家/小说家; Xiaoshuojia) was not a unique school of thought. Indeed, all the thoughts which were discussed by and originated from non-famous people on the street were included in this school. At that time, there were some government officials responsible for collecting ideas from non-famous people on the street and report to their senior. These thoughts formed the origin of this school. This also explains its Chinese name, which literally means "school of minor-talks".
These schools were not listed in the Hanshu but did have substantial influence.
School of the MilitaryEdit
Another group is the School of the Military (兵家; Bingjia) that often studied and discussed about what westerners called Philosophy of war. Some of them studied warfare and strategy, others focused on kinds and skills of weapons. Sun Tzu and Sun Bin were influential leaders. Some of their famous works are Sun Tzu's The Art of War and Sun Bin's Art of War. Their theories influenced the later China and even the East Asia greatly. They work well in many ways in the modern day.
Yangism was a form of ethical egoism founded by Yang Zhu. It was once widespread but fell to obscurity before the Han dynasty. Due to its stress on individualism, it influenced later generations of Taoists.
School of the Medical SkillsEdit
School of the Medical Skills(方技家;Fangjijia) is a school which studied Medicine and health. Bian Que and Qibo were well-known scholars. Two of the earliest and existing Chinese medical works are Huangdi Neijing and Shanghan Lun.
History and originsEdit
The "Yiwenzhi" of the Hanshu claims that the officials working for the government during the early Zhou Dynasty lost their position when the authority of the Zhou rulers began to break down in the Eastern Zhou period. In this way, the officials spread all over the country and started to teach their own field of knowledge as private teachers. In this way the schools of philosophy were born. In particular, the School of Scholars (i.e. the Confucian School) was born from the officials of the Ministry of Education; the Taoists from the historians; the Yin-yang School from the astronomers; the Legalist School from the Ministry of Justice; the School of Names from the Ministry of Rituals; the Mohist School from the Guardians of the Temple; the School of Diplomacy from the Ministry of Embassies; the School of Miscellany from the government counselors; the School of Agriculture from the Ministry of the Soil and Wheat; the School of Minor Talks from the minor officials. Although the details are unclear, the burning of books and burying of scholars during the Qin was the end of the period of open discussion.
It should be stressed that only the Ru, or Confucians and the Mohists were actual organized schools of teachers and disciples during this period. All the other schools were invented later to describe groups of texts that expressed similar ideas. There was never an organized group of people describing themselves as "Legalists," for example, and the term "Daoist" was only coined in the Eastern Han after having succeeded the Western Han's Huang-Lao movement.
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- Denecke, Wiebke (2011). The Dynamics of Masters Literature: Early Chinese Thought from Confucius to Han Feizi. Harvard University Press. p. 38.
- Classics of the hundred schools, Chinese Text Project (Chinese and English)
- 先秦諸子‧要覽子藉 Many fragmentary and newly discovered texts of the hundred schools of thought.(Chinese)
- 《子藏》總序 - 臺北大學中國文學系[permanent dead link]
- Hundert Schulen
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- Mo Zi-Wikisource