Shi Yan Zhi: From Ideological Construction to Moral Education

Abstract

During the pre-Qin period, shi yan zhi (poetry expressing aspirations) was not a poetic concept. It primarily served to shape Confucian ideology, carrying significant discourse implications. The practices of shi yan zhi and bi zhi in religious rituals held important implications for poem reciting, a prevalent activity during the banquet ceremonies in the Spring and Autumn Period and its various forms. Together, they established the rites and music tradition characterized by yanshuo (speeches). This tradition further established the status of The Book of Odes as a classic, furnishing high-ranking officials and Confucian scholars with legitimacy and rich discourse resources to develop new ideologies. The different interpretations and applications of shi yan zhi resulted in diverse discourse models, such as duanzhang-quyi (to interpret out of context), xin’er youzheng (being reliable and borne out by evidence), wenwang yinyan (no word, no expression of thoughts) and yiyi-nizhi (interpreting a writing from one’s perspective). Through these different interpretations and applications, the scholarly-official class established multiple values and objectives, such as liyan buxiu (advocating lasting noble ideas untouched by time), xing-guan-qun yuan (stimulation, contemplation, communication, and criticism), shang you (befriending those superior to oneself), fa hu qing, zhi hu li yi (starting with feelings and control with propriety). In the process of building a unified ideology in the Han Dynasty, the “Introduction to Mao’s Version of The Book of Odes” advocated the unity of qing (sentiment) and zhi(aspiration), infusing shi yan zhi with connotations of enlightenment as well as extolment and satirical criticism. This advocacy redefined the political authority and discourse models of the scholar-official class, objectively unveiling the literary features of poetry, such as evoking an emotional response and commencing the practice of education through poetry teaching.

Keywords

poetry expressing aspirations, reciting poems to express aspirations, “no poetry, no expression of aspirations,” interpreting a writing from one’s perspective, discourse models

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