Introduction to "A Dialog with Li Zehou—The Sensate, The Individual, My Choice"

Abstract

Li Zehou and Vera Schwarcz argue that key political events in twentieth century Chinese intellectual history, like the May Fourth Movement, separate one generation of intellectuals from the next.1 I have also frequently heard contemporary Mainland intellectuals speak of generational differences among themselves. In lectures, Liu Binyan often contrasts the idealism and suffering of his generation with the disillusionment of the younger group of intellectuals and writers that grew up during the Cultural Revolution. This notion of generation seems to distinguish between an older group (whose ideas, personalities, and coteries have been well established) and a younger and unproven one. The relationship between these successive generations has taken a variety of forms, but one can also argue that it has two paradigms. On the one hand, there is a relationship based on the idea of continuity, on the idea that a pupil from the younger generation obediently carries on a tradition or school of thought his older master inherited or created. The best example of this master-disciple relationship is Confucius's relationship to his followers. This idea also has strong familial overtones, and can be seen in the stress Confucian texts give to the bond between father and son, and to the values that underlie this bond: the notions of xiao, or filial piety, and zhong, or loyalty. This idea of chuan or transmission from one generation to the next is a strong element in sinicized religions like Chan Buddhism. Transmission of an idea, or even a family name, is a value informing many aspects of life in late imperial society. Mary Rankin and Hilary Beattie's work on family lineages shows how local elites used all the financial, cultural, and political means available to them to preserve the elite status of their extended families over several hundred years.2 Education, provided by teachers in local village and lineage schools, was the key to transmitting and inculcating these ethical values of loyalty, obedience, filial piety, and ethical behavior. The values informing this intergenerational relationship obligated the teacher to act in a morally conscious way, but also gave him power over his pupils, who were taught to obediently follow him.