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Self-Cultivation with Brushes: From the Perspective of Graphocentrism

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Confucian Perspectives on Learning and Self-Transformation

Part of the book series: Contemporary Philosophies and Theories in Education ((COPT,volume 14))

Abstract

Calligraphy is, of all Chinese traditional arts, a most fascinating and delicate form that incorporates painting, writing, and seal carving. Through Chinese history, calligraphy symbolises beauty and authority. Emperors in ancient times and rulers of modern era manifest their superiority by writing calligraphy. For members of the literati class, calligraphy does not only represent the power of cultural tradition, but also the beauty of art. More importantly, the practice of calligraphy is taken as a unique way of self-cultivation in morality. The persisting exercise of writing is a way of ethical cultivation of heart and mind. Mastery of calligraphy is an essential part of education of the Confucian educated man, junzi. In what sense is the Chinese way of writing understood as more than a medium that communicates the writer’s thought and emotions? How does the process of writing work to raise a moral and virtuous junzi? What are the possibilities and problems of writing calligraphy as a particular way of cultivation and perfection of the self? This chapter examines the Chinese classical texts on writing calligraphy as a form of self-cultivation from the perspective of graphocentrism. “Graphocentrism” is understood by Ruyu Hung as the notion underpinning Chinese worldview that prioritises writing over speech. On the basis of graphocentrism, the written word is endowed with magical power and is able to affect the natural and the supernatural worlds. The author discusses the holistic view by explicating the traditional discourse on calligraphy. She reveals the problem of oversimplification for mistaking aesthetic evaluations for moral judgments. Moreover, the Confucian tradition may be insufficient in explicating the lacuna between aesthetics and morality. The insights gained from studying Daoism are introduced by the Ruyu Hung attempting to bridge the gap.

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Notes

  1. 1.

    志於道, 據於德, 依於仁, 游於藝。(論語, 述而, 7:6).

  2. 2.

    唯初學者不得不摹…皆須是古人名筆…(姜夔: 續書譜) (華正人. 1997. p. 361).

  3. 3.

    學書之法…大要須臨古人墨跡。(解縉: 春雨雜述) (華正人. 1997. p. 461).

  4. 4.

    臨摹用工, 是學書大要。(朱履貞, 書學捷要) (華正人. 1997, p. 561).

  5. 5.

    書有六要:一氣質。…二天資。…三得法。…四臨摹。…五用功。…六識鑒。(朱履貞, 書學捷要) (華正人. 1997, p. 568).

  6. 6.

    筆成冢, 墨成池, 不及羲之即獻之。(蘇軾, 論書) (華正人, 1997, p. 288).

  7. 7.

    筆禿千管, 墨磨萬錠, 不作張芝作索靖。(蘇軾, 論書) (華正人, 1997, p. 288).

  8. 8.

    書當造乎自然。(劉熙載, 藝概) (Huá 1997, p. 666).

  9. 9.

    書之氣, 必達乎道, 同混元之理。(王羲之, 記白雲先生書訣) (Huá 1997, p. 34).

  10. 10.

    明代張丑的《清河書畫舫》中云:「子昂書法, 溫潤閑雅, 遠接右軍正脈之傳; 第過妍媚纖柔, 殊乏大節不奪之氣, 似反不若文信國天祥書體清疏挺竦, 其傳世《六歌》等帖, 令人起敬起愛也耶!」.

  11. 11.

    《霜紅龕集》, 卷四‧五言古, (作字示兒孫):「貧道二十歲左右, 於先世所傳晉唐楷書法, 無所不臨, 而不能畧肖。偶得趙子昂〈香山詩〉墨蹟, 愛其圓轉流麗, 遂臨之。不數過而遂欲亂真。此無他, 即如人學正人君子, 只覺觚稜難近, 降而與匪人遊, 神情不覺其日親日密, 而無爾我者然也。行大薄其為人, 痛惡其書淺俗, 如徐偃王之無骨, 始復宗先人四五世所學之魯公而苦為之。然腕雜矣, 不能勁瘦挺拗如先人矣。比之匪人, 不亦傷乎!」.

  12. 12.

    寧拙毋巧, 寧醜毋媚, 寧支離毋輕滑, 寧真率毋安排。(傅山, 霜紅龕集; 作字示兒孫).

  13. 13.

    若聖與仁, 則吾豈敢?抑為之不厭, 誨人不倦, 則可謂云爾已矣。(論語述而, 7:34).

  14. 14.

    其為人也, 發憤忘食, 樂以忘憂, 不知老之將至云爾。(論語述而, 7:19).

  15. 15.

    父書肇於自然, 自然既立, 陰陽生焉; 陰陽既生, 形勢出矣。藏頭護尾, 力在其中, 下筆用力, 肌膚之麗。(蔡邕, 九勢).

  16. 16.

    常欲筆鋒在畫中, 則左右皆無病矣。(姜夔, 續書譜用筆) (Hua 1997, p. 359) 用筆之勢, 特須藏鋒, 鋒若不藏, 字則有病。(徐浩, 論書) (Hua 1997, p. 252).

  17. 17.

    夫臨文用筆之法…或有藏鋒者大, 側筆者乏。(王羲之, 筆勢論觀形章第八) (Hua 1997, p. 31).

  18. 18.

    筆軟則奇怪生焉。(蔡邕, 九勢) (Hua 1997, p. 6).

  19. 19.

    書者, 散也。欲書先散懷抱, 任情恣性, 然後書之。若迫於事, 雖中山兔毫, 不能佳也。(蔡邕, 書論) (Hua 1997, p. 5).

  20. 20.

    若坐若行, 若飛若動, 若往若來, 若卧若起, 若愁若喜, 若蟲食木葉, 若利劍長戈, 若強弓硬矢, 若水火, 若雲霧, 若日月。(蔡邕, 書論) (Hua 1997, p. 6).

  21. 21.

    若一志, 无聽之以耳而聽之以心, 无聽之以心而聽之以氣。聽止於耳, 心止於符。氣也者, 虛而待物者也。唯道集虛。虛者, 心齋也。(莊子, 人間世, 4:2).

  22. 22.

    方今之時, 臣以神遇, 而不以目視, 官知止而神欲行。依乎天理, 批大郤, 導大窾, 因其固然。技經肯綮之未嘗, 而況大軱乎!良庖歲更刀, 割也; 族庖月更刀, 折也。今臣之刀十九年矣, 所解數千牛矣, 而刀刃若新發於硎。(莊子, 養生主, 3:2).

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Hung, R. (2020). Self-Cultivation with Brushes: From the Perspective of Graphocentrism. In: Reichenbach, R., Kwak, DJ. (eds) Confucian Perspectives on Learning and Self-Transformation. Contemporary Philosophies and Theories in Education, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-030-40078-1_9

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