Confucius Reflects on His Decline and Longing for the Wisdom of Duke Zhou
7·5 The Master said, “How much I have declined! I have not dreamed of the Duke of Zhou for a long time.”
[Notes]
(1) Duke of Zhou: Duke of Zhou was the son of King Wen of Zhou, the younger brother of King Wu of Zhou, the uncle of King Cheng, and the ancestor of the rulers of the state of Lu. He was the legendary founder of the Zhou system of rules and regulations and one of the so-called “sages” that Confucius worshipped.
[Translation]
Confucius said, “I am very old now. I haven’t dreamed of Duke of Zhou for a long time.”
[Analysis]
Zhou Gong was one of the “sages” of ancient China. Confucius claimed that he had inherited the tradition of the sages since Yao, Shun, Yu, Tang, Wen, and Zhou Gong, and that he shouldered the important task of carrying forward ancient culture. This sentence shows Confucius’s reverence and nostalgia for Zhou Gong, and also reflects his worship and support for Zhou Li.
Confucius, the renowned Chinese philosopher, once remarked with a hint of melancholy, “I have grown exceedingly old; it has been a long time since I last dreamed of Duke Zhou.” This statement offers a profound glimpse into Confucius’s deep respect and reverence for Duke Zhou, a revered figure in Chinese history.
Understanding Duke Zhou
Duke Zhou, known as Zhou Gong in Chinese, was a pivotal figure in ancient China. His full name was Ji Dan, and he was the son of King Wen of Zhou, the younger brother of King Wu of Zhou, and the uncle of King Cheng of Zhou. Duke Zhou is celebrated as one of the key architects of the Zhou Dynasty’s political and cultural systems. He is often credited with laying down the foundational principles of governance and ritual that influenced Chinese society for centuries.
Confucius, who lived around 2,500 years after Duke Zhou, held him in high esteem. Duke Zhou was one of the “Sages” revered by Confucius and many other scholars of the time. His influence on Confucian thought was profound, as Confucius saw himself as part of a long tradition of sage-kings and wise rulers extending from figures like Yao, Shun, Yu, Tang, Wen, Wu, and Duke Zhou. Confucius’s statement reveals his deep-seated veneration for Duke Zhou’s wisdom and the ancient rituals he upheld.
Cultural and Historical Context
Confucius’s mention of not dreaming of Duke Zhou in his old age reflects more than personal nostalgia. It underscores a sense of loss regarding the decline of the values and cultural practices that Duke Zhou epitomized. Duke Zhou’s contributions were integral to the structure of Chinese society, particularly in establishing moral and administrative guidelines that Confucius admired and aspired to revive.
For Confucius, the ancient rites and the wisdom of Duke Zhou symbolized a golden age of moral clarity and governance. As Confucius aged, he felt a poignant connection to this past era and a deep sense of duty to uphold its principles. His reflection on not dreaming of Duke Zhou suggests a feeling of disconnection from those earlier ideals, highlighting his concerns about the moral and social decline of his own time.
The Legacy of Duke Zhou and Confucius
Duke Zhou’s legacy, as embraced by Confucius, has had a lasting impact on Chinese culture and philosophy. His role in shaping the rituals and ethical standards that governed the Zhou Dynasty set a benchmark for future generations. Confucius’s reverence for Duke Zhou was not just about admiration for a historical figure but also about a yearning to revive and perpetuate the virtuous governance and moral clarity that Duke Zhou represented.
Confucius’s lamentation about not dreaming of Duke Zhou serves as a powerful reminder of the enduring influence of historical figures on philosophical thought and cultural values. It reflects a deep cultural appreciation for the past and an earnest desire to reconnect with the principles that once guided a flourishing society.
Confucius’s statement about his old age and his longing for the wisdom of Duke Zhou is a profound expression of his respect for an earlier era of virtuous governance. It underscores the timeless impact of Duke Zhou’s contributions to Chinese culture and the philosophical aspirations that Confucius continued to uphold throughout his life.
Confucius’ Teachings: Mastering the Path of Virtue, Benevolence, and the Six Arts
7·6 The Master said, “To be devoted to the Way, to be grounded in virtue (1), to be based on benevolence, and to be at home in the Six Arts (2).”
[Notes]
(1) De: According to the old commentary, de means “to attain.” To be able to implement the Dao in one’s heart without losing it is called de.
(2) Yi: Yi refers to the six arts that Confucius taught his students, namely, rites, music, archery, chariot driving, calligraphy, and mathematics, all of which were used in daily life.
[Translation]
Confucius said, “With the Dao as one’s aspiration, with de as one’s foundation, and with ren as one’s support, one moves within the scope of the six arts (rites, music, etc.).
Commentary
The Book of Rites: Learning says, “If you do not cultivate your skills, you cannot learn with joy. Therefore, the gentleman, when learning, hides himself, cultivates himself, rests himself, and plays. Thus, he is at ease with his learning and his teacher, and enjoys his learning and believes in his way. Therefore, even if he leaves his teacher and assistant, he does not turn back.” This explanation clarifies the meaning of “playing in the arts” here. Confucius’s goal in educating his students was to cultivate benevolence and virtue, and to use the Six Arts as a basis for a balanced and comprehensive development of the students.
Confucius, one of the most revered philosophers in Chinese history, provided profound insights into personal development and ethical living. In his teachings, he emphasized a comprehensive approach to self-cultivation and education, which is encapsulated in his well-known quote: “Aspire to the Way, rely on virtue, depend on benevolence, and be engaged in the Six Arts.”
The Essence of Virtue
In Confucian thought, “virtue” (德, dé) plays a pivotal role. It refers to an inner quality that aligns one’s actions with the moral principles of the Way. Virtue is not merely about external behavior but about deeply ingrained moral integrity. According to traditional interpretations, virtue is about integrating the Way into one’s heart and actions, ensuring that one’s behavior consistently reflects these values.
The Role of Benevolence
Benevolence (仁, rén) is another cornerstone of Confucian philosophy. It signifies a compassionate and human-centered approach to life. Benevolence involves empathy, kindness, and a genuine concern for others. It is the foundation upon which Confucius built his ethical framework, advocating for a society where individuals act out of respect and care for one another.
Mastering the Six Arts
The “Six Arts” (六艺, liù yì) are fundamental to Confucian education. They encompass:
Rites (礼, lǐ): The study of rituals and propriety, essential for maintaining social harmony and personal decorum.
Music (乐, yuè): Understanding music’s role in cultivating character and emotions.
Archery (射, shè): Developing precision and discipline through the practice of archery.
Equestrianism (御, yù): Mastering horsemanship, which reflects control and coordination.
Calligraphy (书, shū): Learning the art of writing, which cultivates patience and aesthetic sensibility.
Mathematics (数, shù): Acquiring numerical and logical skills for practical applications and problem-solving.
Confucius advocated for a balanced development in these areas to ensure that individuals are well-rounded and capable of fulfilling their roles in society effectively. The Six Arts were not just academic subjects but practical skills necessary for a complete and harmonious life.
Integration of Confucian Philosophy
The teachings of Confucius are not just about theoretical knowledge; they emphasize practical application. In the Record of Rites (礼记, Lǐjì), it is mentioned that one must not only learn these arts but also deeply internalize them. A true gentleman, or junzi, engages in continual self-improvement and embraces these teachings wholeheartedly.
Confucius’ approach to education was holistic. He believed that by mastering the Six Arts while adhering to principles of virtue and benevolence, individuals could achieve both personal fulfillment and contribute positively to society. This comprehensive education was intended to shape well-rounded, ethical, and skilled individuals.