Analects · 為政篇第二
Read the witness. Inspect a construction. Follow the evidence.
Original source spelling · punctuation belongs to the digital witness · pronunciation tools follow your language focus.
溫故而知新,可以為師矣
Revisit what is old and come to understand what is new; one may thereby serve as a teacher.
zimai · AI-assisted editorial notes · Editorial pilot · not independently reviewed · CC BY-SA 4.0A route through this passage
12 Han characters · 12 distinct forms · 3 units separated by the witness’s punctuation
- Establish the frame. Read the surrounding chapter. Who speaks, what is being discussed, and which earlier words supply the context?
- Test one unit.
「溫故而知新,
Mark a possible predicate and its participants. Record what you have supplied rather than found explicitly in the text. - Reconstruct the argument. Connect the units in your own words. Where does a description, question, contrast, or consequence depend on your interpretation?
Investigate 5 written forms in this passage
Matched by spelling. These are candidate reading procedures, not assigned grammatical analyses.
Computed from this exact witness · 1 contextual editorial excerpt also available. The guide is a set of reading prompts, not a translation. Sources & methods
Make this passage yours.
Use the reading guide above, build your interpretation, then test what you can recover. Your notes and schedule stay on this device.
1 · Explain it in your own words
2 · Recover the wording
Select a source unit, then hide the passage and reconstruct it. This checks textual recall, not understanding.
3 · Explain, then revisit
What role does 為師 describe?
Compare the editorial answer
Serving as a teacher.
zimai editorial draft · not independently reviewed. Applies to 溫故而知新,可以為師矣
.
Rate your understanding yourself. These reminders use a simple schedule; they do not certify mastery.
Study controls are loading. Reading prompts and source links work without JavaScript.
Shared wording
Computed exact phrases in the pinned witnesses. These links do not assign a sense or assert borrowing.
荀子 · 致士篇第十四可以為師師術有四,而博習不與焉:尊嚴而憚,可以為師;耆艾而信,可以為師;誦說而不陵不犯,可以為師;知微而論,可以為師。故師術有四,而博
Follow a connection
Shared teaching construction · an editorial learning connection, not evidence of common authorship or origin.
孟子 · Read the relationship between clauses苟為後義而先利孟子 · Read the relationship between clauses或百步而後止,或五十步而後止孟子 · Hear explanation and a changed situation五十者可以衣帛矣老子 · Distinguish doing, being, and acting for天下皆知美之為美Edition, source, and reuse
- Work
- 論語 · Analects
- Attribution
- Traditionally associated with Confucius and his disciples; compiled across generations.
- Digital witness
- Kanseki Repository · KR1h0004 · base edition CHANT
- Contributors
- Kanseki Repository (Kanripo) contributors; upstream base-edition labels retained in each original file.
- Source position
- KR1h0004_002.txt, lines 110–112. LY 02.11; tr. CH
- Version
89b65734d4386e2478179c77741a968bfc627abb- Reuse
- CC BY-SA 4.0. Text extraction and teaching additions share this licence.
- Text policy
- Source spelling and punctuation retained. Encoding headers, page markers, paragraph markers, whitespace, and leading section numbers are removed from the reading view. No silent script conversion or textual correction.
- Teaching
- zimai · AI-assisted editorial notes. English renderings are excerpt-level reading aids, not a full published translation. Editorial pilot · not independently reviewed.
Source-file SHA-256: e589385d59f9a7cf8c205b706c5a76477d44991e9ec8160278ebe98e750c0364. A source comment that cites a translator is an upstream reference, not the attribution of a translation imported here.