将中国古代诸子视做理论体系严谨的哲学家是学界的一种趋势,这种做法在一定程度上源于某种已经被沿袭了一个多世纪的研究方式。以《庄子·应帝王》里列子、季咸和壶子的故事为例,透过故事中的场景和人物,可以发现作者似乎在倡导一种“不教之教”——学生在老师的“不教”之中得以学习。吊诡的是,虽然作者没有提出这种教法是一种替代性的教学模式,但老师的无所用和不情愿仍成为教学活动的核心所在。 It is a trend of the academic circles to regard the ancient Chinese philosophers as a rigorous philosopher of the theoretical system. This approach stems in part from a certain research method that has been followed for more than a century. Take the stories of Li Liezi, Qi Xian and Ketzi in Zhuangzi Ying Ying as an example. Through the scenes and characters in the stories, we can see that the author seems to be advocating a kind of “ ”Do not teach " to be able to learn. Paradoxically, while the author did not suggest that such teaching is an alternative teaching model, the teacher’s uselessness and reluctance are still at the core of teaching activities.