I am a worker. Not long ago I began to study Marxism-Leninism and Chairman Mao's works. In order to meet my needs in study and to follow lectures, I read several articles carried in Philosophical Research. I think I have been somewhat enlightened with regard to philosophy. Several articles on the identity between thinking and existence were carried in the latest issues of this journal. Issues Nos. 4 and 5 carried Comrade Chiang Li-ch'ün's article "Is There Identity Between Erroneous Thinking (...) and Existence?" After reading this article, I remembered many past events in work and production activity and then formed my views on this subject. Now I place my views before my comrades. As my cultural level is low, my views may be erroneous. I hope that they will spare no criticism of my views. In the following paragraphs I will take issue with Comrade Chiang Li-ch'ün primarily on the question of whether there is identity between erroneous thinking and existence. (shrink)

The thirty-three sections of the Chuang Tzu annotated by Kuo Hsiang of the Chin dynasty were published during the period of the Northern Sung dynasty. Meanwhile, a preface allegedly by Kuo Hsiang was also printed in the book. The preface is as follows:Chuang Tzu was a man who had good knowledge of the origins of things in the universe and avoided no fantastic ideas. His remarks are hard to understand yet pertinent to phenomena. Any remark which is hard to understand (...) yet pertinent to phenomena may be true but useless; any remark which touches no actual things may be lofty but impracticable. This is surely different from a reluctant rise after inability. If the mind is free from preoccupations, it will respond to events at any time, and as a result, remarks will be cautious. Adapting himself to changes in the universe, Chuang Tzu was not merely turning out writings in the form of dialogues on things beyond human experience. (shrink)

After a busy day cooking meals, washing clothes, and feeding the pigs, chickens, and ducks, my mother would call to me, "Hey, Little Spring [Hsiao-ch'un, go and get ma's book and bring it here.".

Everybody knows that the Revolution of 1911 was an anti-imperialist and antifeudal democratic revolution led by the revolutionary and democratic group of the bourgeoisie in the period of the old democratic revolution in China. The leader of that revolution was Sun Yat-sen, and the guiding ideology was his old Three People's Principles. It is well known that Chairman Mao has made a series of scientific appraisals of these facts, but the newspapers and magazines controlled by the anti-Party clique of Wang (...) Hung-wen, Chang Ch'un-ch'iao, Chiang Ch'ing and Yao Wen-yuan openly oppose Chairman Mao's scientific appraisals, betraying the fundamental principles of Marxism, distorting the Revolution of 1911 as a struggle between Confucians and Legalists, and replacing Sun Yat-sen as the standard-bearer of the revolution with Chang T'ai-yen, who played first an active and then a devastating role in the revolution. All this is part of the clique's attack on the Party in order to usurp the Party, seize power, restore capitalism and fabricate the "history" of the struggle between the Confucians and the Legalists. (shrink)

Before liberation, my publications on aesthetics and literary theory had a widespread evil influence upon young readers. Since liberation, I have regretted that. I have eagerly studied Marxism-Leninism, seeking first to establish and then to destroy, in the hope that one day I will have thoroughly cleansed the long-standing infections in my thought. By waiting "to establish" I am putting off the task of "destroying." However, if a thing is not established, it cannot really be destroyed, and if it is (...) not destroyed, it cannot be established; the tasks of establishing and destroying must proceed together. At the present time, in order to bring socialism to its highest point of development, the Party and the government are making even greater demands on the intellectuals, expecting them to carry out a thoroughgoing program of thought reform so as to tran-quilize the remnants of the rotten thinking of the capitalist class and to establish the Marxist-Leninist world outlook and scientific method, thus demonstrating its inherent strength through socialist reconstruction. All the intellectuals accept this summons eagerly. As far as I myself am concerned, the Party's concern and teaching during the past few years have already produced fundamental changes in me, and I am truly grateful for the new life that the Party has given me. I feel that in this great summons, whether it be to wash away the evil influences of the past or whether it be for the benefit of my future scientific work, it is my responsibility to take advantage of this opportunity to progressively and sincerely criticize my own reactionary, rotten thinking. This I understand clearly, but at the present level of my thinking, I still feel unequal to the task. Nevertheless, I am confident that what I cannot see myself my comrades can certainly point out for me. (shrink)

1. Tonga ilbo 1920-1929-yŏn -- 2. Tonga ilbo 1930-1940-yŏn -- 3. Chosŏn ilbo 1920-1929-yŏn -- 4. Chosŏn ilbo 1930-1940-yŏn -- 5. Kit'a sinmun 1920-1940-yŏn (Maeil sinbo, Chosŏn chungang ilbo, Chungoe ilbo, Sidae ilbo) -- 6. Chapchi (Kat'ollik ch'ŏngnyŏn, Kaebyŏk, Kongdo, Taejung kongnon, Taehan Hakhoe wŏlbo, Tonggwang, Pyŏlgŏngon, Pulgyo, Pulgyo Chinhŭnghoe wŏlbo, Pip'an) -- 7. Chapchi (Samch'ŏlli, Sŏbuk Hakhoe wŏlbo, Sin'gyedan, Sindonga, Sinmun'gye, Sinmin kongnon, Sinsaeng, Sinsaenghwal, Sinch'ŏnji, Sinhŭng) -- 8. Chapchi (Sinhŭng, Yŏsi, Yŏnhŭi, Yudo, Inmun P'yŏngnon, Irwŏl sibo) -- 9. (...) Chapchi (Irwŏl sibo, Chogwang, Chosŏn chigwang, Ch'ŏndogyohoe wŏlbo, Ch'ŏrhak) -- 10. Chapchi (Ch'ŏrhak, Ch'ŏngnyŏn, Ch'ŏngsaekchi, Ch'ŏngch'un, Ch'unch'u, Ch'wisan porim, Haktŭng, Hakchigwang, Hyŏndae p'yŏngnon) -- 11. Kŭndae Han'guk ch'ŏrhak hyŏngsŏng ŭi p'unggyŏng kwa chihyŏngdo, Ilche kangjŏmgi 'sinmun' chosa rŭl t'onghaesŏ -- 12. Kŭndae Han'guk ch'ŏrhak hyŏngsŏng ŭi ŏnsŏl konggan, Ilche kangjŏmgi 'chapchi' chosa rŭl t'onghaesŏ -- 13. Ilche kangjŏmgi Han'guk ch'ŏrhakcha chuyo inmul haesŏl (purok, Ilche kangjŏmgi sinmun, chapchi surok ch'ŏrhak kwallyŏn kisa ch'ongmongnok). (shrink)

Agenda 21 of United Nations demands better situation of ecology, economy, health, etc. in all countries. An evaluation of scientific contributions in international congresses of fundamental anthropological sciences (philosophy, psychology, psychosomatics, physiology, genito-urology, radio-oncology, etc.) demonstratesevidence of large discrepancies in the participation not only of developing and industrial countries, but also between the last ones themselves. Low degree of research and education leads to low degree of economy, health, ecology, etc. [Lit.: Neu, Michailov et al.: Physiology in Agenda 21. Proc. (...) Int. Un. Physiol. Sci. San Francisco, Faseb J. 19/5, A1355, 2005; Agenda 21 in Psychol. 28th Int. Congr. Psychol. Beijing, 1028.62/3028.96, 2004]. CONCEPTION: The science is leading in the social and economic development of humanity, but the misuse of science causes disastrous repercussions (ecological and self-destruction). New models for scientific education, beginning with philosophy, followed by philosophical, pedagogical, medical, theological anthropology, and research are necessary tosupport Agenda 21 and prevent misuse of science. According to proposals on foundation of experimental schools (Immanuel Kant) and international universities (Bertrand Russell) the International Academy of Science/ICSD supports these ideas and initiated the creation of first (interdisciplinary) International Faculties forAnthropology as paradigm for humanization, higher effectiveness and pluralistic internationalization of science, leading to better education ("Erziehung und Ausbildung") and research in all countries, i.e. decrease of the gap between industrial and developing countries. CONCLUSION: Foundation of international institutes for general (philosophy, pedagogy, medicine) as well as for special anthropology (theology, informatics-logic-mathematics, culture, biology, (bio-) physics/chemistry) in context of an integralanthropology via networks of national ones from selected countries of Africa, America, Asia, Australia, Europe can permit the necessary implication of philosophy in education of anthropological sciences as well as research and education (post graduate) by common international research and educational programmes, lecturers, students, etc. in one country. This project needs political and financial support by UNO, European Union, governments, banks, industries to support the education of a homo sanus, humanus et spiritualis for the future humanity. (shrink)