问题 问答题 简答题

简述孔子的经济思想。

答案

参考答案:

(一)财富观

孔子思想体系的核心是“仁”,他有两种解释:“仁者爱人”,“克已复礼为仁”。孔子前的伦理标准是义或德,孔子发展为一整套的行为规范“礼”,一切活动要符合君君、臣臣、父父、子子的原则。在财富观中,指出,“富与贵,是人之所欲也,不以其道得之,不处也。贫与贱,是人之所恶也,不以其道得之,不去也。”(论语·里仁)不义而富且贵,于我如浮云(论语·述而)他曾说,“士志于道,面耻恶衣恶食者,未足与议也。(论语·里仁)他甚至将义与利对立,“君子喻于义,小人喻于利。”(里仁)在孔子看来,伦理标准对人们追求财富不只是消极的限制,还有积极的追求,他认为“邦无道,富且贵焉”是可耻的,同时,“邦有道,贫且贱”也是可耻的。但他又认为“死生有命,富贵在天”,(论语·颜渊)强调安贫知命的教义。

(二)生产与流通概念

孔子对财富的生产不加以任何限制,因民之所利而利之,他认为财富的生产依赖于自然力,对财富的生产只能因势利导,不能横加干涉。孔子反对士人阶层直接参加生产孔子不仅反对士人直接参加生产,而且为他们指出一条出路,《论语·卫灵公》说,“君子谋道不谋食,耕也馁在其中矣。学也禄在其中矣。君子忧道不忧贫。”孔子对商业并不反对。他反对多置关卡阻碍贸易。古代思想家一般仇视商业,如柏拉图,但孔子与此不同。原因值得思索。

(三)分配与消费观念

他认为君子会安贫乐道的,只有小人难以贫而无恨,因此分配问题主要针对小人而言。主张在各阶层内部,实现一种不甚悬殊的分配状况。孔子并不主张在全社会内平均分配财富,但孔子第一次提出财富不均是引起社会不安和骚乱的首要原因,后代思想家以“不患寡而患不均”作为反对社会贫富不均的理论依据。消费观念。总原则是知足,具体标准是俭不违礼,用不伤义。在日常生活中没有绝对的俭奢标准,其消费思想反映了等级观念。

(四)财政思想

孔子坚持个人的财富获取,须受伦理道德的制约,但从社会而言,君子喻于义,小人喻于利,但君子少,因此从整个社会着眼,孔子将财富放在第一位。

一方面,把足食作为足兵的前提,足食、足兵为民信的前提,另一方面又主张去食存信。孔子在谈为国的政治纲领时,把利放在重要地位。但在说君子个人立身处世的伦理规范时,君子不能以获取财富为首要目的。

单项选择题

Personality is to a large extent inherent. A-type parents usually (1) A-type offspring. But the environment must also have a profound effect (2) if competition is important to the parents, it is (3) to become a major factor in the lives of their children.

One place where children (4) A characteristics is school, which is, (5) its very nature, a highly competitive institution. Too many schools (6) the "win at all costs" moral standard and measure their success by sporting achievements. The current (7) for making children compete against their classmates or against the (8) produces a two-layer system, in which competitive A types seem in some way better than their B type fellows. Being too (9) to win can have dangerous consequences: remember that Pheidippides, the first marathon runner, (10) dead seconds after saying. "Rejoice, we conquer!"

(11) the worst form of competition in schools is the disproportionate emphasis on examinations. There is, for example, a (12) school that allows pupils to concentrate on those things they do well. The (13) of competition by examination are somewhat questionable, but competition in the certain (14) of failure is positively harmful.

(15) , it is neither practical nor desirable that all A youngsters change into B’s. The world needs types, and schools have an important duty to try to (16) a child’s personality to his possible future employment. It is top management.

If the preoccupation of schools with academic work was (17) , more time might be spent teaching children surer values. Perhaps selection (18) the caring professions, especially medicine, could be made less by good grades in chemistry and more by such (19) as sensitivity and sympathy. It is surely a mistake to choose our doctors exclusively from A type stock. B’s are important and should be (20) .

18()

A.for

B.of

C.by

D.to

单项选择题