Confucius said: learning without thinking is useless, and thinking without learning is dangerous. We should also combine learning knowledge with life practice. Learning should be applied to practice, and practice can profoundly understand and consolidate knowledge.
The source is:
1, understanding and implementation.
① The Book of Rites The Doctrine of the Mean: "A couple's stupidity can be known from their knowledge ... and a couple's disdain can be related to their behavior." Han Zhengxuan's note: "An ordinary woman's ignorance can also be related to her knowledge, which makes her successful in learning and excellent in knowledge and behavior."
2 Ming? Wang Shouren? "Biography" volume: "Knowing but not doing, just unknown, sages teach people to know and do, in order to restore the ontology, not just for your convenience."
2. Wisdom and virtue.
(1) "corpse" volume: "if a husband dies, he will rot ... if he dies, he will die. If he dies, he will know how to rot. "
② Xunzi ChristianRandPhillips: "Walk with a little knowledge." Yang Shu's Note: "It's superficial to talk about wisdom and consider virtue."
The relationship between knowledge and action seems to be a special problem in China's philosophy. From pre-Qin to contemporary, philosophers have different opinions on the sequence, weight and difficulty of knowing and doing. Knowing and doing must be integrated, but it goes without saying. Wang Yangming discusses the unity of knowledge and action, but only thinks that the two go hand in hand in no particular order. Why on earth must we "do what we know"? China's philosophy has hardly questioned this point for thousands of years. The reason is the pan-moralism of China Thought. If knowing and doing can be separated, as a scholar, "personality" has gone bankrupt.
A pair of categories of China's philosophy. Knowledge refers to knowledge, perception and cognition; Action means behavior, action. In ancient China, the relationship between knowing and doing mainly involved moral knowledge and moral practice, but it also had universal epistemological significance. The discussion on the relationship between knowledge and practice involves the source of knowledge, the ways and methods of seeking knowledge and the standards of verifying knowledge. The juxtaposition of knowledge and action began in Zuo Zhuan and Shangshu. Among the pre-Qin philosophers, Confucius believed that there were "those who knew by birth", "those who learned by learning" and "those who learned by learning". He not only pays attention to what he sees and thinks, but also advocates the combination of knowledge and practice, applying what he has learned, and matching words with deeds; Mozi attributed the source of knowledge to "what he heard and saw" and advocated "what he said is what he did". Mencius advocated that people have "conscience" and "goodness", and that people's moral knowledge is innate; Laozi holds the view of "knowing without doing anything" and advocates "knowing the world without leaving home"; Zhuangzi, on the other hand, fundamentally denied the necessity and possibility of people's understanding, and advocated that "right and wrong should be unified" and "argument does not prevail". Xunzi clearly stated that "if you don't smell it, you don't know; Hear its voice, but not its person; If you see it, you don't know; If you know it, don't do it. " It reached the highest achievement of pre-Qin philosophy in understanding the relationship between knowledge and action. Discussion on the relationship between knowledge and action represented by Dong Zhongshu and Wang Chong in Han Dynasty. The former advocates that people should "know each other without learning". The latter believes that "learning is knowing, don't ask, don't know". During the Sui and Tang Dynasties, Buddhist philosophy discussed the issue of knowing and doing in its unique way, with different opinions, such as attaching importance to knowing but neglecting doing, paying equal attention to knowing and doing, and integrating knowing and doing. During the Song, Yuan, Ming and Qing Dynasties, knowing and doing became a key issue in the ideological circle. Cheng Zhu School advocates knowledge first and emphasizes the role of knowledge. Wang Shouren put forward the unity of knowing and doing, and denied the boundary between knowing and doing. Wang Fuzhi believes that as a prophet, both behaviors can be recognized. He advocates that behavior is superior to knowledge and action is superior to knowledge. In modern times, the discussion of knowing and doing is closely related to social and political thoughts. The bourgeois reformists advocate that "knowledge is more valuable than action", while the bourgeois revolutionaries represented by Sun Yat-sen advocate the theory of "knowing difficulties and acting easily", emphasizing the source of knowledge from behavior and "taking knowledge as action". After the May 4th Movement, Marxism was introduced to China, and Marxist philosophers represented by Mao Zedong made a scientific summary of the traditional philosophy's view of knowing and doing on the basis of dialectical materialism.
Knowledge and action are inseparable, and this problem did not exist before. Knowledge is a kind of exploration and learning, exploring the nature of unknown things in the world and knowing the ins and outs inside. Learning is also a kind of knowledge, but having a teacher to help you understand the world will speed up the speed and efficiency and reduce the teaching cost. Line is to apply the accumulation of knowledge to the transformation of the real world, create wealth for the society, and the spirit embodied in this creation process.
If we separate knowledge from practice, there will be a question and confusion about who knows who first and then does it, which is more important, that is, a question of one sentence and a half.