Analects · 述而篇第七
Read the witness. Inspect a construction. Follow the evidence.
Original source spelling · punctuation belongs to the digital witness · pronunciation tools follow your language focus.
舉一隅不以三隅反，則不復也
If shown one corner someone does not return with the other three, I do not repeat the lesson.
zimai · AI-assisted editorial notes · Editorial pilot · not independently reviewed · CC BY-SA 4.0A route through this passage
22 Han characters · 16 distinct forms · 5 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.
「不憤不啟，
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 4 written forms in this passage
Matched by spelling. These are candidate reading procedures, not assigned grammatical analyses.
Watch recurrence: 不 × 6 隅 × 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 must the learner contribute beyond the teacher's prompt?
Compare the editorial answer
An inference extending the one corner to the other three.
zimai editorial draft · not independently reviewed. Applies to 舉一隅不以三隅反，則不復也
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Each connection states its purpose. Comparisons are editorial learning aids; shared wording alone does not prove influence.
Argument contrastLearning as transformation and inferenceXunzi illustrates learning through a material changed by craft; the Analects asks a learner to extend a prompt. Both make the learner more than a container of information, but one image concerns transformation and the other an inferential response.
Follow a connection
Shared teaching construction · an editorial learning connection, not evidence of common authorship or origin.
孟子 · Identify means, basis, and purpose何以利吾國孟子 · Identify means, basis, and purpose請以戰喻孟子 · Follow a condition and its consequence王如知此，則無望民之多於鄰國也孟子 · Identify means, basis, and purpose申之以孝悌之義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_007.txt, lines 62–66. LY 07.08; 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: e5de9952b63f3295df512d6c5b2f90c5b17d35c59aa75c7866e5af5a830ff3ea. A source comment that cites a translator is an upstream reference, not the attribution of a translation imported here.