National Learning (Guoxue): Six Perspectives and Six Definitions

ABSTRACT: This article explores the intertwined six meanings of Guoxue (national learning) in the historical and cultural context of the inventions and the transformations of the notions of Guoxue from the late Qing to the Republican period. The article regards Guoxue, which was based on the Chinese value system and learning tradition, as a vital cultural force to challenge Western-dominated modernity and to reconfirm the Chinese identity. According to the article, Guoxue expressed a self-restricted definition of indigenous learning in forced acknowledgment of a powerful cultural other in a context of Western oppression. In this context of extensive cultural interactions, Guoxue adopted an open and critical approach toward “Western Learning” while maintaining a sympathetic and respectful attitude toward the indigenous cultural tradition. This dialectical approach paved the road for the success of the Tsinghua Academy of Chinese Learning. The article asserts that “Western learning,” once introduced into China, could be transformed into new “Guoxue.” By calling to restore the comprehensiveness of traditional culture and the versatility of education, the article also warns the mechanical division of knowledge from “Western learning,” which directly led to the chaos of the Chinese value system. By suggesting an open-minded approach to all academic studies on China, the article also elaborates the boundaries and differences between Guoxue and externally formulated Sinology and “Chinese Studies.” KEYWORDS: Guoxue (National Learning), Confucianism, Chinese Essence and Western Function, Guogu (National Tradition), Western Learning, Sinology, Chinese Studies