To Probe the Principles of All Things and to Ordain Conscience for Oneself

Dean Chen Baifeng’s Address at the 2023 Freshman Inauguration Ceremony of the Law School

Dear students, teachers, parents and alumni,

Good Evening!

Congratulations to the students on entering the Law School of Zhongnan University of Economics and Law to realize your dreams of high school days! Congratulations to parents on success in cultivation of their children!

I

Today marks a new beginning. For parents, the past has been about raising children with your guardianship while the future requires nurturing children with their freedom. For students, the past has been about growth under supervision, while the future demands independent exploration. Therefore, I prefer to theme on “to ordain conscience for oneself”, primarily addressing the students with hope to inspire parents.

“To ordain conscience for oneself” is adapted from the significant philosophical proposition of “to ordain conscience for heaven and earth” by Song Confucian scholar Zhang Zai. His Four Sentences of Heng Qu-“To ordain conscience for Heaven and Earth; To secure life and fortune for the people; To continue lost teachings for past sages; To establish peace for all future generations.”-has been widely acclaimed for its concise yet profound language. The first sentence “To ordain conscience for Heaven and Earth” implies that heaven and earth lack inherent conscience, and as human beings capable of thought and awareness, we should become the masters of heaven and earth. The original intention of him was for Confucian scholars to contribute to the reconstruction of the spiritual value system for society. In that era, Confucianism faced challenges from Buddhism, with insufficient self-confidence. It was Confucian scholars’ duty to shoulder responsibility and blaze new trail.

The adaptation “to ordain conscience for oneself” aims to remind students that as you stand at the threshold of a new stage of life, you need to face new challenges and be the masters of your own lives. You are encouraged to independently build your personal spiritual value system and cultivate the character and abilities for lifelong learning, so as to find a direction for your future.

During your high school years, you might have heard teachers say, “Life will be easier once you enter university.” So some of you may begin your university life with a relaxed attitude. Some may be busy watching TV dramas, making friends, or being addicted to games, while others may give up to challenges easily, drawing an end to their freshman and sophomore years with confusion. Although students are supposed to places emphasis on academic learning, you enjoy more freedom. Your parents are unable to keep an eye on you all the time; Professors meet you mostly in class for a particular course or teaching process; counselors mainly offer guidance and advice with a focus on avoidance of major problem. Both your life and study require self-management and independent planning and implementation. Therefore, self-control is crucial as it serves as the premise and foundation for independent exploration and self-improvement. However, independent exploration without it equals to a discussion of color among the blind and an evaluation of music among the deaf. Only through self-control and the commitment to stay on the chosen path can one embark on a journey of independent exploration that yields meaningful outcomes.

As we gather here, the independent exploration resonates with utmost significance for we stand at the crossroads of numerous choices. From now on, both university studies and daily lives unfold before us, brimming with a multitude of possibilities, each demanding your careful consideration. In the field of academia, your journey commences with the selection of courses through the Online Course Choosing System. Each course bears its unique nature and characteristics, along with the diverse teaching styles of our faculty members. As you navigate through this labyrinth of choices, some among you may choose to delve deep, meticulously researching and gathering relevant information, while others may opt for a more spontaneous approach, relying on intuition to shape their decisions. Meanwhile, an array of choices presents themselves apart from your specialized studies. For example, you are able to pursue dual degrees in English, Business Administration or Philosophy. Additionally, you can partake in various extracurricular activities, including sports, arts, debate, social research or voluntary service. Moreover, you may join student organizations or dedicate your energy to theory acquisition or academic exploration. It is within each of these categories that intricate choices await your discernment. For instance, should you opt to join the debate team, you must decide whether to engage in Chinese or English debates, and further, select your focal area—be it legal discourse, international law, or intellectual property. Indeed, the choices that lie before you are seemingly diverse and colorful at the first glance. However, let us not overlook the few who may embrace a more traditional path, steadfastly preparing themselves for the civil service examinations.

Amidst these myriad choices, it is pivotal that we recognize the paramount importance of planning our future. Drawing from the statistics of the present year, it shows that nearly 40% of our undergraduate law students have successfully pursued further education. Among them, 28.03% have embarked on postgraduate studies within our nation's borders, while 11.2% have ventured abroad in pursuit of advanced degrees. Moreover, it is expected that an additional 5% will continue their studies in the upcoming year, as many among our student body choose to forego immediate employment and continue their arduous preparation for postgraduate entrance examinations. As we contemplate the professional endeavors upon graduation, it is noteworthy that a quarter of our undergraduates secure positions in esteemed government agencies, an equal proportion find themselves contributing to the state-owned enterprises, and slightly more than one-fourth land a job in law firms. Furthermore, a notable segment of our graduates, encompassing less than a quarter, are employees of other corporations and institutions. Turning our attention to the achievements of our graduate students, it is the facts that 8% pursue the goal of acquiring a doctoral degree, one-third of our postgraduates start their career lives within governmental entities, while half find positions in corporations or institutions. Additionally, it is gratifying to note that 8% of our graduates choose to devote their expertise to academia, nurturing the next generation of legal minds. So, my fellow students, which path wills you embark upon in the future? This question may require exploration and planning.

The concept of independent exploration assumes paramount significance, particularly as we acknowledge the absence of a definitive right answer. Secondary education often imparts the notion of a singular correct response, yet the landscape of university education presents an entirely different perspective—oftentimes elusive and multifaceted, devoid of an absolute standard. In aspects of legal studies, textbooks frequently introduce multiple theories to deal with one issue, subsequently designating one theory as the “prevailing” one. The prevailing theory bears authority, yet it remains open to questioning and scrutiny. Though exams and their keys exit in the university, they always have multiple valid answers. As you traverse this academic field, you will undoubtedly realize that different instructors offer contrasting viewpoints on the same subject matter. These diverse perspectives manifest themselves not only in terms of academic theories and societal insights but also in study methodologies, academic guidance, campus experiences, and life planning. Virtually any question inevitably elicits a range of standpoints, each fortified by profound experiential backgrounds and theoretical underpinnings. In the pursuit of medical advice, for instance, a common cold may be provided with diverging remedies from different doctors. Consequently, each individual must evaluate their own constitution and occasionally rely on fortuitous circumstances to determine the most suitable course of action.

II

In our rapidly shifting world, you are confronted with a diverse and ever-evolving environment that demands nothing less than adaptation. In this diversity of choices and opportunities, it is necessary for you to discern the answers that align with your inclinations to find the way that suits you best. However, to exercise the freedom to choose comes with a responsibility to cultivate the ability to make choices. The ability to make choices freely entails possession a sound moral compass, ability to comprehend the larger framework, comprehensive analyses of various constraints, accurately weighing pros and cons, and optimized decisions based on a holistic perspective. Developing the capacity for independent decision-making highlights independent exploration. Ironically, it is often those preferable for you, whom you are most familiar with and trust the most that can impede your autonomy and hinder your individuality.

Parents, in particular, can be barriers to your independent development. Their excessive protectiveness and tendency to make decisions for their children can restrict children’s self-development and inhibit the formation of their own thoughts. Parents have solidified cognitive frameworks that almost defy changes. While it is undeniable that many parents provide positive and rational guidance, assisting their children in life planning and steering them toward success, once students enter university, parents can only offer personal life experiences and narrow career-oriented advice. If parents transfer these limited perspectives without access to breakthroughs, the children will find themselves trapped in the overpowering presence of their parents.

For most of you, the most challenging task will not be independent exploration and effort, but rather establishment a value system that genuinely contributes to your personal growth. By recognizing this challenge and avoiding a defeatist attitude, you can accomplish remarkable personal achievements. Becoming the masters of your thoughts is essential to embark on a journey of self-exploration. While parents may be the people you love the most, it is vital to acknowledge their limitations and transcend them, casting aside low-value goals and embracing autonomous exploration. To all the parents present here today, I also encourage you to create an environment conducive to independent exploration for your children.

Teachers’ arrangements and advice should not be taken as gospel truth either. In fact, treating every word uttered by teachers as such is simply unattainable. Each semester, students will have multiple courses taught by different professors. Additionally, there are counselors, class mentors, internship supervisors, and practical guidance mentors. For postgraduates, there are numerous advisors apart from the primary supervisor, each with their own requirements and suggestions. These demands may conflict with one another, or even if they don’t, time and energy constraints may prevent you from fulfilling all of them. The university does not have a mechanism or personnel to coordinate these conflicts, necessitating individual judgment and decision-making. If students were to follow every instruction from every teacher, they would probably find themselves sleep-deprived and still unable to complete these tasks. For instance, postgraduate courses often come with a designated reading list, with nearly every professor assigning their own set of texts. The sheer volume of material can be overwhelming, making it impossible to complete each and every one. So, what’s your solution in such a situation? Perhaps the only solution is to learn how to cope with the demands. In my course, students are allowed to prioritize their time, and I hope that the time saved can be invested in more valuable pursuits. However, it would be unreasonable to believe that indulging in online gaming is more worthwhile than attending my class.

Academic authority figures can pose greater risks to students’ independent exploration. There have been discussions online about university professors being the ultimate ceiling for most people’s interactions with top-tier individuals in their lifetime. Terms like “academic authority”, “numerous honors”, “extensive networks”, and “board members of major companies” are often associated with them. Some claim, “They never bring textbooks to class because they authored them”, while others say, “ The classes you don’t want to attend may be out of other’s reach”. However, authority can impede independent learning and exploration, transforming the learning process into a mere accumulation of knowledge devoid of creativity. The success of authoritative teachers can lead students to unquestioningly follow their guidance, requirements, or suggestions. Consequently, students end up as replica of them, erudite yet lacking self-development. Without authority, it will be difficult for teacher to maintain basic teaching order. Conversely, if authority leads to a “command-obedience” relationship, it will undoubtedly hinder students’ intrinsic motivation for development and misdirect their exploration. To truly engage in independent creation, one must psychologically regard authority as an equal, freeing oneself from its constraints and enjoying a state of liberated thinking. Personally speaking, I have long abandoned blind faith in authority, never considering it an unattainable feat for students to surpass their teachers.

Peers may be the most significant influence on one’s independent development. Throughout different stages of life, peers play a crucial role. Particularly in adolescence, we all crave a sense of belonging and the acceptance and support of our peers by sharing joys and sorrows with our peers, establishing our value within the group, fostering self-esteem and self-identity through interactions and observing our peers to decide our behavior. Frequently, we find ourselves conforming to our peers’ expectations and engaging in activities that do not align with our own desires simply out of fear of ridicule or the loss of friendship. During secondary school, parents commonly worry about the negative influence of peers and subcultures. However, in university, peer impact far outweighs that of parents and teachers. This is precisely why self-exploration is even more crucial and valuable. Peers can either hinder or facilitate self-development. The saying goes, “What’s near cinnabar goes red, and what’s next to ink turns black”, mean that when surrounded by positive and motivated peers, personal progress becomes effortless. Conversely, unsupportive surroundings require resistance to environmental pressure and a high level of individual autonomy, as well as steadfastness, willpower, and self-control.

I am reminded of my own collegiate journey and the trials I faced due to the influence of my peers. Back to that time, the scholarly ambiance was not as pervasive as it is today, and my tendency to spend time in the library occasionally invited derision from my fellow classmates. Nevertheless, the most persistent source of vexation stemmed from the majority of my roommates’ immersion in the game, resulting in irregular sleep schedules.  Consequently, I found myself engaged in multiple arguments with my seven roommates. Picture this familiar scene: as the clock struck 11 at night, I would guard the light switch, demanding that all roommates retire to their beds, promptly turning off the lights whenever someone dared to turn it on. Thankfully, fortitude was on my side, and my roommates, in turn, refrained from engaging me in direct confrontation. Just as the age-old adage of “Choosing ones neighbors wisely” suggests, we possess the ability to actively pursue relationships with those who exude positivity and embody a relentless drive for personal exploration—a testament to the profound significance of independent inquiry. It is not uncommon to suddenly discover that masters forge alliances with their equals. Their encounters, founded upon discernment, effortlessly culminate in friendships that continually inspire and foster an environment of growth. During my final year of undergraduate studies, I witnessed the remarkable feat accomplished by my classmate, You Chenjun (now a distinguished professor at the School of Law, Renmin University of China). He affixed his name to an authoritative summer research report, subsequently published in a prestigious legal journal. This extraordinary achievement served as an unparalleled encouragement, injecting me with boundless motivation and prompting a strong desire to forge a friendship with him, igniting within me an insatiable thirst for knowledge. For nearly two years, the three of us (including Bai Long, presently the Deputy Editor-in-Chief of the esteemed publication, “Global Times”) would often dine together, engaging in discussions and exchanging insights drawn from our literary experiences. During the course of my second year as a graduate student, I too had the privilege of publishing an article in a renowned academic journal.

III

“To ordain conscience for oneself” commences with self-exploration. Since the beginning of my teaching career, I have organized book clubs among my peers and students. Though I provide a suggested reading list, I consistently underscore that genuine reading should not be confined to a mere list, but should be dictated by personal interests. The reading list is to assist those who may lack exposure to theoretical reading and are uncertain of how to start, so I offer it as a reference. In my book club, there is an insistence on extensive reading but without the imposition of specific literature. My hope is always that students will cultivate their subjectivity during the process of reading, not overly depend on the list, but rather independently exploring and formulating their own reading plans in accordance with their intellectual pursuits and theories. For many, the primary challenge lies in the ability to maintain focus and engage in deep reading. The majority of undergraduate and numerous graduate students have yet to grapple with weighty theoretical works. Your reading materials are largely confined to textbooks, periodicals, online articles, and perhaps more specialized research publications within your respective fields. This, undoubtedly, represents a great pity. Without trying to do so, most students remain oblivious to their fondness for theoretical reading, let alone embarking on genuine academic research. Therefore, independent exploration necessitates the courage to embrace new endeavors and venture beyond your comfort zones, a principle that extends to all facets of life.

Graduate students, in particular, are urged to embark on independent exploration and identify your own research focuses. I frequently remind my graduate students that they must uncover academic issues for themselves, rather than expecting me to assign one and direct them toward success. I jestingly said, “If I find a good topic, why would I give it to you? Can I not pursue it myself? I am still eager to ‘strive among rivals’ and stand on the academic stage!” You are encouraged to chart your own paths, delve into literature that your teachers have not perused, and unearth topics that previous generations have failed to unearth within the context of their own era. If you merely follow the footsteps of your mentors in research, you will be unable to lead and innovate, and will inevitably lag behind, failing to surpass the achievements of your predecessors. Each epoch harbors its own entrenched issues and opportunities for academic advancement, and within each generation, there are “masters” who identify and resolve these issues. It is my aspiration that students will evolve into such “masters”.

“To ordain conscience for oneself” entails commencing from one’s own circumstances, pursuing independent exploration, and selecting a path that resonates with one’s inner calling. True independence and liberty are not easily attained. Beneath the modern society’s freedom of choice often lurks latent coercion. When individuals believe they are exercising free will, they may unwittingly be swayed to conform to certain outcomes in alignment with external expectations or arrangements. In this age of mobile internet, various unidentified online information is likely to be deliberately arranged to mislead youths lacking an independent value system and self-directed exploration skills. In other words, the independent choices may, in reality, be yet another form of guided decision-making. Whenever I find myself moved to tears while watching a film, I swiftly contemplate: How does the narrative structure and stylistic elements of the film elicit an emotional response and evoke tears? Upon pondering this, my tears quickly recede. Similarly, when we presume to be making autonomous choices, we should also scrutinize the underlying mechanisms and resist being easily swayed. Drawing inspiration from Confucianism, it is about “to probe the principles of all things.” Zhu Xi believed, “All phenomena possess both internal and external characteristics; every aspect of nature contains profound principles.” Every phenomenon embodies principles, and it is imperative that we scrutinize the essence of phenomena to comprehend them thoroughly, thereby enabling us to make genuinely autonomous choices and decisions. True independence and freedom can only be attained through “probing the principles of all things.” 

It is a must for me to convey that the discipline of law does not particularly excel in the realm of “probing the principles of all things.” It is often said that law is a field of “practical application”, and therefore, law schools should emphasize vocational skills training. Nonetheless, the methods by which legal practitioners identify cases, the techniques judges employ to arbitrate disputes and the capacity of law enforcement personnel to manage real-world situations are not fully comprehended by law professors and cannot be imparted solely within the confines of a classroom. Students must engage in thorough observation and practical application in their future endeavors. The content of legal textbooks predominantly assumes the form of generalizations, expounding on concepts, characteristics, legal principles, normative interpretations, and case studies. Legal classrooms often neglect to address the practical realities of life, instead focusing on idealized constructs that diverge from actuality, and then proceed to discuss normative frameworks within this idealized context. This idealized construct often pertains to the Western world (especially the United States and Germany). Consequently, discussions typically commence with an exploration of how the United States, Germany, Japan, or ancient Rome regulates a particular issue, followed by an examination of how China addresses the same matter, concluding with proposals for how China could enhance its legal framework. This approach lacks in-depth inquiry and fails to extend principles to the utmost; discussions regarding authentic issues are often ended before they truly begin. This educational model within the field of law appears sophisticated, but in reality, it does not present a formidable intellectual challenge, and learning primarily hinges on comprehension and memorization, with minimal emphasis on, or cultivation of, theoretical constructivism. Nevertheless, amidst the myriad and intricate social phenomena, and the practical problems of legislation, judicial work, and law enforcement, each successive generation of students will encounter distinct challenges and grapple with diverse confusions. The extent to which the study of law can offer elucidation is finite.

As you stand at the threshold of a new phase in life, gazing out upon society from the campus, you are likely beset by an array of uncertainties both now and in the days ahead. Cultivating a robust value system through independent exploration necessitates a profound comprehension of the tangible world, a pursuit realized through “probing the principles of all things.” Dear Students, the ideals contained in the Four Sentences of Heng Qu have resonated within the hearts of traditional Confucian scholars, and they ought to continue to resonate within our hearts as well. It behooves us to shoulder the weighty responsibility of realizing these ideals, and we should embark upon independent exploration forthwith and cultivate the capacity to make independent choices, through “probing the principles of all things and ordaining conscience for oneself.”