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New Text School

school of thought in Confucianism

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Record originEnglish Wikipedia
Text licenseCC BY-SA 4.0
Source revisionJun 19, 2026
Entity authorityQ986755
Source-derived summary

New Text School (traditional Chinese: 今文經學; simplified Chinese: 今文经学; pinyin: Jīn Wén Jīngxué) of Confucianism was based on Confucian classics recompiled in the early Han dynasty by Confucians who survived the burning of books and burying of scholars during the Qin dynasty. The survivors wrote the classics in the contemporary characters of their time, and these texts were later dubbed as "New Text School" (because they were written in the script in use during the Han dynasty). The New Text School attained prominence in the Western Han dynasty and became the official interpretation for Confucianism, which was adopted as the official ideology by Emperor Wu of Han.

Represented by Confucians such as Dong Zhongshu, this school advocated a holistic interpretation of Confucian classics and viewed Confucius as a charismatic, visionary prophet, a sage who deserved the Mandate of Heaven but did not attain kingship due to circumstances. The school competed with Old Text School in the later Han dynasty, and its dominance waned as the latter became the new orthodoxy. The school fell into obscurity during the chaotic period after the fall of the Han dynasty and remained so until the late Ming dynasty in the 17th century.

The school was reinvigorated by a group of scholars who were dissatisfied with the popular Neo-Confucianism at the time in the late Ming dynasty. The movement gained momentum in the eighteenth century with the rise of the Changzhou School of Thought. It became a major intellectual trend in Chinese philology and political ideology. As formulated by B. Elman, it was intended to offer a solution to the crisis of confidence between the Chinese state and its gentry constituency in the transition from the Qianlong era to the Jiaqing era in the Qing dynasty.

Editorial summary

The public source identifies “New Text School” as school of thought in Confucianism. This brief keeps that definition visible, then builds a research path around Text, School and school.

Editorial reviewA useful synthesis for locating the documentary relationships between formal authority, participants and affected communities. The current 291-word lead offers orientation but no explicit four-digit date, so chronology should not be assumed. The selected authority fields contribute no independent date. Its value is orientation rather than verdict, with Text, School and school providing the first useful test.
Editorial analysis

Why this record matters

A short description can identify a subject without explaining its stakes. For “New Text School”, the useful work is to connect “school of thought in Confucianism” to the records capable of establishing context and consequence.

Evidence profile

The record creator and administrative purpose are central evidence, because official documentation reflects both action and institutional priorities. The source revision retrieved here is dated Jun 19, 2026. The linked authority identifier is Q986755. None of the 0 selected statements returned an explicit reference.

Critical limits

Official terminology may obscure informal participation, dissent or communities documented only indirectly. The lead is largely declarative, so disagreement and counter-evidence require a deliberate search beyond the opening account. Authority statements aid reconciliation but still require their own references, qualifiers and ranks to be checked.

How to read it

Compare institutional narratives with records created by participants and affected communities. Dates and formal titles are useful anchors, but not substitutes for context.

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  • Institutional context
  • Locating named record creators
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Contemporary correspondence, government or organizational records, oral histories and cited historical scholarship.

Three-step research path

  1. Establish the record: confirm the title “New Text School”, its source revision and the description used here.
  2. Expand the search: follow New Text School primary sources, New Text School archive and Text research across catalogues and specialist indexes.
  3. Test the account: compare the strongest cited source with the responsible institution’s current record and note any disagreement.

Questions for further research

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  2. Which voices are present, absent or mediated by the institution?
  3. What chronology connects this entry to wider political or social change?
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Source & attribution

This entry incorporates text from New Text School” on English Wikipedia. Contributors are listed in the page history. Text is available under the Creative Commons Attribution-ShareAlike 4.0 License. Selected authority identifiers and statements are retrieved from Wikidata under CC0; their references and qualifiers remain part of the verification path.