Students and teachers of Chinese history and philosophy will not want to miss Daniel Gardner's accessible translation of the teachings of Chu Hsi (1130-1200)--a luminary of the Confucian tradition who dominated Chinese intellectual life for centuries. Homing in on a primary concern of our own time, Gardner focuses on Chu Hsi's passionate interest in education and its importance to individual development. For hundreds of years, every literate person in China was familiar with Chu Hsi's teachings. They informed the curricula of private academies and public schools and became the basis of the state's prestigious civil service examinations. Nor was Chu's influence limited to China. In Korea and Japan as well, his teachings defined the terms of scholarly debate and served as the foundation for state ideology. Chu Hsi was convinced that through education anyone could learn to be fully moral and thus travel the road to sagehood. Throughout his life, he struggled with the philosophical questions underlying education: What should people learn? How should they go about learning? What enables them to learn? What are the aims and the effects of learning? Part One of Learning to Be a Sage examines Chu Hsi's views on learning and how he arrived at them. Part Two presents a translation of the chapters devoted to learning in the Conversations of Master Chu.

本书是关于宋代文化史与政治史的综合研究，尤其注重二者之间的互动关系。以研究的重心而论，文化史在儒学的复兴及其演进，政治史则在改革活动中所显现的权力结构与动作方式。但在实际的历史过程中，这两个系列的发展根本是交织在一起而不可能清楚分开的，二者统摄在士大夫的整体活动之中。宋代士阶层不但是文化主体，而且也是一定程度的政治主体，至少他们在政治上所表现的主动性超过了以前的汉，唐和后面的元，明，清。这是宋代在中国史上的一个非常显著的特色，过去的史学界对此也已或隐或显地有所察识。但是根据比较严格的史学观点，我们仅仅满足于从直觉或整体印象所获得的抽象论断。怎样将这一论断建立在可以客观检证的历史事实之上，才是专业史学的本格任务。所以宋代士大夫的思维结构与行动模式在这部研究中占据了轴心的位置，本书副题主要即取义于此。