The Background of Practical Learning in Late Ming Dynasty

The background of practical learning in the late Ming Dynasty is as follows:

The late Ming Dynasty is an important period in the history of China, and also a crucial period for the development of China's culture and thought. During this period, due to the social, political and economic changes, as well as the impact of foreign culture and the challenge of internal and external troubles, people's ideological needs and academic orientation have undergone a series of changes. The theory of practical application appeared in this period and was widely concerned and respected.

Data expansion:

First, the political and social environment of the Ming Dynasty

1. 1 The need of dynasty change and regime consolidation: Facing the task of regime consolidation and national stability in the early Ming Dynasty, it put forward new requirements on how to effectively govern the country and promote social development.

1.2 socio-economic prosperity and conflict: in the early Ming Dynasty, the state rule was relatively stable and the social economy flourished rapidly. However, with the increase of population and the shortage of resources, social contradictions have gradually intensified, and targeted solutions are needed.

1.3 Influence and spread of foreign culture: During the Ming Dynasty, the invasion of western colonial forces and the exchanges between Southeast Asia and Japan increased the degree of China's social opening to the outside world, and the traditional culture faced new challenges and changes.

Second, the development and change of ideology and culture.

2. 1 collision between Confucianism and Taoism: During the Ming Dynasty, the eclectic Confucianism and Taoism collided and merged fiercely, which triggered the exploration and pursuit of practical learning.

2.2 The rise of Neo-Confucianism in the Song and Ming Dynasties: Neo-Confucianism in the Song and Ming Dynasties, as a new ideological trend combining Confucianism and Taoism, reached its peak in the Ming Dynasty, and put forward an academic viewpoint of attaching importance to practice and application, laying a foundation for the development of practical learning.

2.3 Scholars' sense of social responsibility: The rise of intellectuals' class and social status in the Ming Dynasty made them pay more attention to the social destiny of the country and enhanced their sense of participation. Learning to apply what they have learned has become an important issue of concern to them.

Third, the core concept and development direction of practical learning in the late Ming Dynasty

3. 1 Pay attention to practice and experience: Practical learning in the late Ming Dynasty emphasized the importance of practical experience, and believed that the combination of theory and practice could truly solve social problems and promote national development.

3.2 Pay attention to social welfare and improvement of people's livelihood: In the late Ming Dynasty, practical scholars paid attention to social welfare and improvement of people's livelihood, and put forward a series of specific policies and governance measures to solve social problems and improve people's lives.

To sum up, the emergence of practical learning in the late Ming Dynasty was the product of a specific historical background. The change of social environment and the development and change of ideology and culture in this period provided the soil for the formation and development of practical learning.

At the end of the Ming Dynasty, the study of practical application paid attention to practical experience and social welfare, and at the same time promoted the rise of new disciplines and knowledge systems, which had a positive impact on the development of China's ancient academics and thoughts.