"Give college students common sense, master's students methods, and doctoral students' vision" is Professor Ge Zhaoguang's view on the teaching of humanities in the university, and it is also the original intention of the "Ge Zhaoguang Lecture Notes Series".

"Give college students common sense, method, and vision of master students" is Professor Ge Zhaoguang 's view on the teaching of in humanities in university, and is also the original intention of the "Ge Zhaoguang Lecture Series". This series includes several lecture notes from many courses taught by Mr. Ge over the years: " Chinese Classic Ten " and "Ten Lectures on Song Dynasty Literature" for university general courses, and "Ancient Chinese Culture Lecture notes" for undergraduates in university history. and "Cultural History of Ancient Chinese Art", "Academic History Lecture Notes: Seven Lectures for Masters", and "Research Methods of Asian History: Centered on Modern Eastern Asian Waters". These handouts have been added and deleted for many years, and are rich and inspiring. The first batch of four handouts in the

series were published recently. Mr. Ge wrote a general description specifically for the "Lecture Series" and the preface or postscript of the Four Books. This edition is excerpted here and has been deleted.

"Ge Zhaoguang Lecture Notes Series" (Four Types)

Ge Zhaoguang's

Commercial Press

Lectures should be "go with the pleasure, return with the pleasure"

I once had a saying about teaching humanities in colleges, "Give college students common sense; give them common sense; Methods for master's students; give doctoral students a vision", many friends have quoted it and think I have made some sense. However, it is not that easy to be able to teach a good class in this way.

I have been teaching courses for thirty or forty years in different universities, and have also taught many courses on various topics. I have tried my best to practice this ideal through lectures. Therefore, preparing courses and writing lecture notes will take over my strengths. Some working hours. However, from the lecture notes to the works, many works have been published, including my two-volume version of "History of Chinese Thought" and my three-volume version of "Lectures on the History of Thought Research Classroom". In fact, they were originally lecture notes. Although Mr. Qian Zhongshu, in " Siege ", he satirized this kind of wheel tactic of using "handouts as works" and "works as lecture notes", it may be because he doesn't have to give lectures in college all the time.

I have a basic fixed handout writing pattern. In order to prepare for the lecture, I often write a detailed outline with paper and pen, and then paste all kinds of signatures that have copied historical materials or experiences on these outlines; after a round or two of the talk, I put these colorful and messy papers on them, Transcribe the text into computer format, then print it out, annotate various texts on the left and right side of the world, and continue to paste the patched signature paper. After three or five rounds of addition and deletion, it becomes the final lecture notes, and after I completed the final lecture notes, I no longer teach this course. Why? Because since it has been completed, I have no new feeling anymore. It's like the Wang Ziyou Snowy night visit Dai Kui , "I'm going to take advantage of my excitement, and I'm going to return after the excitement is over, why bother "In fact, good lecturers should "take the best of their own words and return with excitement". I really can't do the kind of thing that can be taught for decades by reading a lecture notes based on a book of lecture notes. After all, the lecture notes and works are different. A work may require thoughts and new ideas, and the most important thing about handouts is not only understanding, but also knowledge. This "Ge Zhaoguang Lecture Notes Series" contains the final revised draft of my many years of lecture notes. In addition to the lost "Lectures on History of Chinese Historiography" and the "Lectures on History of Thought Research Classroom" (three volumes) published by Sanlian Bookstore, this series should probably include the following lecture notes, namely the " Ten Chinese Classics" and "Ten Lectures on Literature of Song Dynasty", "Ancient Chinese Culture Lecture Notes" and "Cultural History of Ancient Chinese Art" for undergraduates in university history, and "Academic History Lecture Notes: Seven Classes for Masters Lesson 2 and "Research Methods of Asian History: Centered on Modern Eastern Asian Waters". The above lecture notes are being compiled and published one after another. If you still have any effort, there may be a book called "Exchange of Asian Middle Religions, Thoughts and Cultures" for doctoral students in this series.

started with Hu Shi library where he worked

"Asian History Research Methods: Centered on the Modern Eastern Asian Sea" is my lecture on the course "Asian History Research Methods" at Fudan University in the past decade. Handout.

wants to teach this course because in 2010, Fudan University Literature and History Research Institute established the doctoral enrollment direction of "Asian Religion, Art and History Research", and must have a basic course related to "Asian History". But Asia is so big that no one can take over it, and no one is willing to take on this job. I can only do it myself, so I started preparing the lecture notes. The first draft of the

lecture notes was drafted in the spring of 2011 when I was visiting Princeton University in the United States. The Gest Library of Princeton University, where Hu Shi once worked, is located upstairs at the Frist Campus Center next to Jones Hall in the East Asia Department. I really should thank this library! The East Asian literature it collected provides me with rich historical materials, and the East Asian writings it collected also stimulated a lot of research ideas. I still remember that I was in the Gesde East Asia Library at that time, and I opened the manuscript to start writing the course outline. I wrote down whatever I thought of, and wrote down it on the paper with a sticker when I saw it. In this way, in two months, a large stack of manuscript paper and various materials gradually accumulated.

When I returned to Shanghai in mid-May, I began to use the outline and materials and handwritten them into a lecture. The lecture was very sketchy at that time, but it was just used as a reminder content during the lecture. I have always taught and improved my lectures. School started in September of this year, and I taught this course for the first time in the School of Literature and History and the Department of History of Fudan University. At that time, I felt quite decent. So in the next eleven years, I talked about it eight or nine times one after another, and then changed it and then talked about it. In more than ten years, this handout has gradually changed from a handwritten outline and copied stickers to a handout printed on a computer. The printed handouts are everywhere, and are gradually filled with new content. A lot of stickers full of words were pasted, and then they were re-entered and printed again. The cycle has continued, and by 2021, it finally became what it is now.

After nearly ten rounds of talk, in the autumn and winter semester of 2021, I took this course for the last time, and the lecture notes in my hand gradually took shape. Many people know that over the years, my habit was that once the lecture notes were completed and delivered to publication, the course would not be taught again. It was not only because of confidence that it had completed its mission, but also because I was afraid of reading the text and letting the audience laugh at it. But maybe it was because this course was a completely attempt, but this time I still felt a little unconfident. I always wondered, although the course was finished, I didn’t know if the purpose of this course was really achieved. Essence

Ge Zhaoguang (first from left) and Yan Shuang and Dai Yan Visit the East Hall of the Society and

We must talk more about "useful" courses

"Academic History Lecture Notes: Seven Lectures for Master Students" I have given to you in the past twenty years. The lectures for the master's students' "Special Topic on Chinese Academic History". This course was taught in Tsinghua University and also at Fudan University. The original intention was to give some academic history to the master's students who have just entered the research door. Common knowledge, learning from academic history to methods of doing knowledge. I have always felt that going from a college student who learns common sense to a master student who creates new knowledge is a big turning point. The reason why it is called a "graduate student" means that you have to start your own unique research and have your own unique research, you have to be right I have some understanding of the research status of my predecessors in this field, and the research status of my predecessors is what we usually call "academic history".

However, the content of "academic" is too broad, the scope of "academic history" is too large, and my knowledge is limited, and I only talked about a small part, and it is only in the field of intellectual history that I am familiar with. So strictly speaking, the title of this book should be called "Academic History of the Research on Knowledge, Thought and Belief in Ancient China". However, as a publication, the title should not be too long and too entangled, so it should not avoid doubts, so it is simply called "Academic History Lecture Notes". In order to make it clear, a subtitle was added below called "Seven Lectures for Master's Students".

I didn't want to publish it, but students who have listened to this course, especially Dr. Zhang Jia, who also teaches at the Institute of Literature and History, encourage me to publish it. Why? He said “This course is very useful”. The word "useful" is somewhat inappropriate in humanities in today's universities. In today's university humanities, some people often claim that "uselessness is a great use." Sometimes it makes people feel excited, and even some irrelevant words that are said to be sitting in the clouds of the void, as well as the spiritual chicken soup like "placebo" as the humanities' ability to eliminate inferiority and look down on sentient beings. Therefore, they inevitably sneer at the instrumental "usefulness", which has caused some graduate students to embark on the path of "no roots to talk" and "high-profile".

I once read a passage from the Song Dynasty quoting Mi Fu (1051-1107) on calligraphy. This great calligrapher said that when his predecessors talked about calligraphy, they often used "to quotes and quotations, strange and ingenious aspects, like dragons jumping over the sky, tigers, etc. What kind of words is the word "Walking in Fengge"? Or you can use words to seek skills, and the way you go is farther away." He felt that this was meaningless to those who learned calligraphy. He wanted to talk about the real method, "Therefore, what I have discussed should be about entering people, not for overturning words." The word "entering people" here has a profound meaning, which is the principles and methods you talk about, so that people can truly enter the door of calligraphy. I agree with this statement. As a teacher, you must teach more "useful" courses so that master's students can learn some basic knowledge and useful methods from the beginning, so as not to become a vagrant who has only dragon-slaying skills but has no use in the future scholar.

So, what is useful? I once said that the humanities should "give college students common sense, master's students methods, and doctoral students' vision." This course is for master's students. I once emphasized that it is for first-year master's students, so we pay special attention to the "pathways" and "methods" of entry. As I said in "Opening Remarks", in a broad sense, it is to understand the field or topic you are engaged in through academic history. How does "modern academic" transform from "traditional academic" and understand this What is the background of "academic transformation" in one field, what are the current trends, theories and methods of academic research in this field, and what are the possible directions for future academic development; from a young age, it is to look at various fields through academic history What did the predecessors do, how did they do it, who did it well and who did not do it well, whose research is a model, and where else can be done or what topics can be done.

There was a well-known story in ancient China, which was to turn stones into gold. As a teacher, should he give him a ready-made gold to the graduate student, or should he give him a finger that can turn stones into gold? I think the latter is more important. The ancients once said, "When you look at the teachings, don't use the golden needle to others." However, modern academic and modern education emphasize the need to "save golden needle to others." The old saying goes, "How can I teach people how to fish?" I think this course is not a "golden needle to save people", but at least I have the desire to "teach people to fish".

From Sakura to Jumping Ziyanghua

This book "Lecture Notes on Ancient Chinese Culture" was published fifteen years ago. Taking advantage of the opportunity when I visited Japan this year (referring to 2020), I had to trap Tokyo in the face of the COVID-19 epidemic, and revise the book on a large scale.

This time, the revision mainly involves the following four aspects. First, new "Opening Remarks" and the first lecture "Chinese Characters Shape "China"? 》, in each lecture, several sections have been added to make the whole book more complete. Second, we added "reading documents" to each lecture, and selected related documents from ancient times, with the purpose of allowing readers to read some key texts while listening to my lectures, and directly appreciate the various traditional theories of ancient Chinese culture; , and "reference works" have also been appropriately adjusted or supplemented, and some new research works have been added for reference by some readers who are interested in in-depth research. Third, the text has been revised comprehensively, and at least thousands of sentences have been corrected, adjusted and supplemented. Perhaps, after this revision, the whole book will be more fluent and accurate. Fourth, the past illustrations were replaced and nearly 100 pictures were added, perhaps this can better present the so-called "left picture and right text".

looked back at the work log and found that this addition and revision lasted for three months from April to July. During these three months, Tokyo's cherry blossoms faded, followed by the colorful azalea , and after the azalea , there were exquisite and jumping purple sun flowers everywhere. When the revised mid-July is completed, you will see The lotus flowers bloom all over the pond. Faced with picturesque beautiful scenery, you can't imagine that this epidemic will disrupt life and work so unscrupulously that my plan for University of Tokyo was completely paused. During these three months, the only thing that can comfort yourself is that I finally calmed down and calmly revised this lecture notes.

has been popular for almost thirty years

If you read the prefaces to the appendix to the book "Ten Chinese Classics (Revised Edition)", you will know that this book was originally taught by me at Tsinghua University in Beijing. Lecture notes written by college students when giving lectures on “general courses”. This lecture notes were released in the first edition in 1993 (Hong Kong Zhonghua Bookstore ). After revision in 2002, the second edition was released (Shanghai Bookstore Press). After revision and supplementation in 2008, the third edition was published. (Beijing Zhonghua Book Company). What you see now is the fourth edition. When I included in the "Ge Zhaoguang Lecture Series" in Commercial Press, I made some revisions and additions, mainly to add some new information and new discoveries. After each article, "Selected Reading of Documents" was added, and in the "Biography", some newly published works that can be found for reference have also been added.

, a work that is faced with college students (especially non-lithics students), should be said to be a simple and simple lecture notes, but it has been popular with readers for almost thirty years. This surprised me. Not long ago, another reader wrote to me specifically, saying that this lecture notes were very "useful", and just the word "useful", which made me very relieved. It is also "useful", which means that in today's ever-changing era, we still need to read traditional Chinese classics, explain the issue of "what is Chinese classics", and also need to "correctly understand traditional classics". The guidance of meaning.

Regarding these issues, I think I made it very clear in the preface of the 2008 edition, so I will not repeat it here. I hope that readers will take a look at the preface before reading this book.