Laozi Zhuangzi Selection

Author: Shaonan Culture
Publisher:
Publish Date: 2000-11-01
Features: Shaonan Culture upholds the spirit of cultural education carried forward by Mr. Huaijin Nan, embracing the educational philosophy of Professor Caiqiang Wang [and] to spread excellent Chinese culture, absorb the essence of Western culture, and aim to improve social morals. Since 1998, the Hong Kong International Cultural and Educational Foundation led by Mr. Huaijin Nan has introduced the concept of children reciting classic texts to the mainland, successfully launching the "Children's Chinese Culture Reading Guide" and "Children's Western Culture Reading Guide" activities. These programs have been deeply loved by children and have gained recognition and support from numerous parents, teachers, and educational experts. Currently, nearly a million children have benefited from reciting classic texts. This series of "Children's Chinese Culture Reading Guide" "Classic Recitation Editions" is compiled in line with the educational philosophy of Professor Caiqiang Wang, the global initiator of "Children's Reading of Classics." The features are "large characters" and "plain text without explanations." The large characters are designed to save eye strain, protecting children's vision, and are suitable not only for children but also for adults. The plain text without explanations is because "reading classics" differs from general knowledge learning. The focus lies in frequent exposure and familiarity—just by reading more, natural immersion, inspiration, and understanding will follow. In early childhood education, recitation is the primary method, and explanations are not urgent matters. The current classic recitation editions include twelve volumes. According to Professor Caiqiang Wang's recommendations for children's recitation, the priority order is as follows:
(1) Xueyong Lunyu (using the Ruanke Thirteen Classics annotations, with Lunyu also referencing the Cheng Shude Collected Explanations);
(2) Laozi Zhuangzi Xuan (Laozi based on the Four Great Books Collection of Zhang Shi of Ming Huating, Zhuangzi using Gu Qingfan's collected explanations);
(3) Three Hundred Poems of the Tang Dynasty (compiled by Caiqiang Wang for recitation);
(4) Mengzi (using the Ruanke Thirteen Classics annotations);
(5) Shijing (using the Ruanke Thirteen Classics annotations);
(6) Yijing (using the Ruanke Thirteen Classics annotations);
(7) Shu, Li, Chunqiu Xuan (using the Ruanke Thirteen Classics annotations);
(8) Classical Chinese Selections (selected and compiled by Caiqiang Wang);
(9) Poetry, Lyrics, and Verse Selections (selected and compiled by Caiqiang Wang);
(10) Buddhist Text Selections (selected and compiled by Caiqiang Wang);
(11) Filial Piety, Fraternal Love, and Three Thousand Characters (selected and compiled by Caiqiang Wang).
On this basis, we have also selected and compiled An Introduction to Traditional Chinese Medicine and Health Preservation, totaling twelve volumes. Each book has been carefully compiled by referencing various versions. Classical texts have been passed down for a long time, and differences in versions among scholars are inevitable. Therefore, occasional notes are added at the end of chapters in this series. The phonetic transcriptions in the texts generally use the current pinyin system, except in special cases where ancient pronunciations from the original texts are retained. Certain special characters are still written in traditional form. Please also note the following points:
(1) Polyphonic characters are a common phenomenon in Chinese, and different pronunciations often reflect different meanings. In ancient texts, the pronunciations of many characters differ from modern usage, indicating that their meanings in the text also differ from common interpretations today.
(2) Homophonic substitutions (fictitious characters) are common in ancient texts. Their pronunciations are marked according to the original word's pronunciation, with the standard character provided alongside, such as "yue." This applies to common characters as well.
(3) In the Confucian classics and philosophical texts, the name "Qiu" (Kongzi) is avoided in recitation to show respect for the sage.
Education is a long-term endeavor. For children to learn any subject effectively, guidance and encouragement from teachers and parents are essential for achieving twice the result with half the effort. To promote China's excellent cultural traditions, we hope that wise parents and teachers will wholeheartedly join in advancing this beneficial and enduring cause—"Children's Chinese Culture Reading Guide"—to cultivate the next generation of our nation as a "civilized generation that integrates humanities and technology," ensuring that our outstanding Chinese culture is passed down through generations, unbroken.
Shaonan Culture Communications Company hereby records this on September 28, 2000.
"Classics" are the crystallization of a nation's wisdom, carrying timeless principles and enduring values. Every cultural system has its classics as the source of vitality. Classics not only shape a nation's tradition but also inspire all of humanity. The period before the age of thirteen is the golden time for children's memory and learning, the best period for mastering language and characters, and the critical period for shaping cultural literacy and noble character. Teaching children to recite classics from a young age aligns with their natural learning tendencies, allowing them to absorb the essence of five thousand years of culture and lay the foundation for an elegant character in life. Reciting classics also enhances children's proficiency in classical and vernacular Chinese, aids their understanding of other knowledge domains, and promotes academic progress. Twenty or thirty minutes a day makes learning truly effortless.
Memory is the foundation of all learning. The key is what children should memorize. They should memorize things that will benefit them for a lifetime. Too much rote memorization now will enable flexible application in the future. Memorize when it is appropriate, and do not force understanding when it is not. This is the humane principle of education. Do not misuse educational principles to distort human nature and waste children's precious time.
"Classics" may seem profound and difficult to adults, but for children, reciting classics is as simple as reciting advertising slogans—they have no difficulty. "Classics"—just read and recite them chapter by chapter, word by word. "Do not seek understanding, only seek familiarity." The more they read, the more they will memorize. Once memorized, they become lifelong treasures of wisdom.
Anyone who understands pinyin and has enthusiasm can be a teacher. "Children, repeat after me" is the six-word mantra for teaching children to recite classics. The confidence and guidance of parents and teachers are the keys to success. Teaching children to recite classics benefits not only the children but also the teachers and parents, who grow alongside them. We read with the children, using the same method—through repetition, they will naturally understand.