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.
知之為知之，不知為不知
Treat knowing as knowing, and not knowing as not knowing.
zimai · AI-assisted editorial notes · Editorial pilot · not independently reviewed · CC BY-SA 4.0A route through this passage
21 Han characters · 12 distinct forms · 6 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.
誨女知之乎！
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.
Watch recurrence: 知 × 6 之 × 3 為 × 2 不 × 2. Repetition of a graph need not mean repetition of a sense.
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 distinction does the parallel structure preserve?
Compare the editorial answer
Knowing something versus not knowing it.
zimai editorial draft · not independently reviewed. Applies to 知之為知之，不知為不知
.
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Each connection states its purpose. Comparisons are editorial learning aids; shared wording alone does not prove influence.
Question in commonAcknowledge what the evidence warrantsThese passages support a learning exercise in intellectual restraint. The connection is an editorial comparison, not a claim of shared authorship or dependence.
A question to take further
Follow a connection
Shared teaching construction · an editorial learning connection, not evidence of common authorship or origin.
孟子 · Let parallel clauses constrain a reading古之人與民偕樂，故能樂也孟子 · Let parallel clauses constrain a reading鄰國之民不加少，寡人之民不加多孟子 · Let parallel clauses constrain a reading或百步而後止，或五十步而後止老子 · Let parallel clauses constrain a reading道可道，非恒道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 139–144. LY 02.17; 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.