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治学过程可谓一种五味杂陈的体验。教师的治学之乐在于同学子分享治学过程的人生滋味。一是酸味,表现为欲前先后,即要想置身学术前沿需先后退回历史中去观察和积累。二是辛味,表现为体与理偕,即体验与理性相偕而行,注意艺术体验与学理分析相互交融。三是甘味,表现为只眼见独,以独具只眼的精神去寻求独到的学术发现或独特学术见地。四是咸味,表现为求新不止,即把求新作为学者的本能或天职,仿佛发自本能地不断寻求自我变化、更新或否定。五是苦味,表现为自转和公,即学者治学应按学术规律自转,并在自转的同时适当应和公转节拍。这种苦味可能同时构成最基本和最高的治学境界,属于治学滋味中最具根本性意义的一种,会决定学人一生的自觉取向及独特学术成就的高低,并令其付出相应代价。
The learning process can be described as a mixed experience. Teachers’ rhythm of learning lies in sharing the taste of life in the academic process with the students. First, sour, manifested as the first before, that is to stay in front of the academic need to have to return to the history of observation and accumulation. The second is the pungent taste, manifested as a combination of body and mind, that experience and reason go hand in hand, pay attention to artistic experience and academic analysis of mutual blending. Third, sweet, manifested as only seeing one’s own eyes, with unique eye to seek unique academic findings or unique academic see. Fourth, salty taste, manifested as more than new, that innovation as a scholar’s instinct or vocation, as if instinctively continue to seek self-change, update or denial. Fifth, bitterness, manifested as rotation and the public, that scholars scholarship should be based on academic rules of rotation, and rotation should be appropriate at the same time and the beating. This bitterness may at the same time constitute the most basic and the highest level of scholarship, which belongs to the most fundamental meaning of the scholarship. It will determine the conscious orientation of a learner’s life and the level of unique academic achievements, and make them pay a corresponding price.