CONCLUDE
Thus, there is a vein of inspiration, a type of imperial teacher literary image in the history of Chinese literature and especially clear in Vietnamese literature. The imperial teacher inspiration, the type of imperial teacher literary image, although evolving throughout the literary history of the two countries, converges and converges deeply in the works of some elite Confucian scholars and some representative eras in the literary history of the two countries. In China, the imperial teacher inspiration, the imperial teacher image blossomed and crystallized in the two greatest eras in the country's literature, the Tang and Song dynasties, along with typical authors such as: Li Bai, Nguyen Chan, Bai Juyi, and Wang Anshi, Su Shi... In Vietnam, this inspiration started from Nguyen Trai, to Nguyen Binh Khiem, Ngo Thi Si, Nguyen Huu Chinh, Nguyen Cong Tru, Truong Dang Que, Cao Ba Quat, Nguyen Thuong Hien and ended with Phan Boi Chau... In Vietnam, this inspiration flourished in the 18th - 19th century, peaking with the work Truong Luu Hau Phu.
One thing that needs to be emphasized is that, historically, these characters are all elite scholars, cultural personalities who nurtured unusual aspirations. From a historical perspective, elite scholars in history have found ways of behaving and expressing their own unique and distinctive egos. From a literary image perspective, Confucian scholars wrote poems, essays, and essays, among which Confucian scholars who were deeply obsessed with Zhang Liang were also literary authors with a unique image of Zhang Liang. In which, once again, we see that its authors are outstanding scholars, Confucian scholars, and politicians in the literary and ideological history of the two countries. It can be said that the image of the imperial teacher is the image of/belonging to the elite in ancient society. The image of the imperial teacher Zhang Liang is the sediment, the place where the elite scholars entrust and deposit their aspirations, value orientations, ways of expressing their own egos, and the path of behavior of their class in the history of despotism.
Thus, very early in the history and history of regional thought, the type of imperial teacher character appeared and developed. This type of character appeared during the chaotic times of the East Asian countries in the era of despotism. The characters belonging to this group or oriented to become people of this type were all intellectuals.
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outstanding wisdom in history. Famous figures at different levels all left their mark in history as great contributors to the first dynasty. Looking from the historical perspective, Zhang Liang was considered by Confucian scholars of both countries as a model imperial teacher of this type of figure throughout the history of despotism. As pointed out above, the reason why Zhang Liang was honored as a model by Confucian scholars was for several reasons:
First, although he appeared late as an imperial teacher, Zhang Liang was the epitome of the qualities of an imperial teacher.
Second, before Zhang Liang there was a famous imperial teacher like Fan Li, but Fan Li was an imperial teacher of the Warring States period. Zhang Liang was the first great imperial teacher of the Chinese imperial era.
Third, not only was Zhang Liang the embodiment and perfection of the highest quality of an imperial teacher, not only was he the first great imperial teacher of the empire, but most importantly, Zhang Liang's retreat was truly an event that nailed him to history. Zhang Liang's retreat first of all helped him preserve his life. The tragedy of scholars in Chinese history before and right before his eyes was extremely tragic. On the other hand, he not only escaped, Confucianists also respected him for his great merits in the world and left everything behind to go freely. In particular, his leaving and not being attached to the Han Dynasty helped him escape the case that later Confucianists especially valued, "the case of worshiping two masters". His act of leaving proved that he did not worship two masters but followed the highest moral standard of Confucianism. It also proved that he only borrowed Han to shelter Han .
But what is more interesting is that, although he showed loyalty to Han, his act of leaving showed that he was not loyal to Han. That is, he lived to the fullest with the value of Confucian loyalty and escaped from this loyalty. He haunted the Confucian people from the synthesis of all the above qualities, in which the quality of being Han-hearted and Han-hearted , especially the freedom to choose to act in a way that went beyond the control of the concepts of being a king and being a relative, was a great choice in history that few people could make.
Looking from the history of formation and development of the type, looking from the evolution of the imperial teacher Truong Luong in history, it can be affirmed that there is the appearance and crystallization of a personality model and a separate value orientation of the imperial teacher personality model in history.
It can be identified as the imperial teacher cultural personality model. The imperial teacher cultural personality model can be internalized as follows: first of all, in terms of the conditions of appearance, this is a personality model that was formed, developed and crystallized during the chaotic times of the countries in the East Asian region. This personality model originated in China, appeared very early and crystallized the highest qualities of the model in the Han Dynasty, continued to appear and develop during the chaotic times in the autocratic era in China and in the whole region. In terms of ideological origin, this model originated from the Confucian ideology, and at the same time was an integration of many different ideologies. In terms of value orientation, the imperial teacher model created a unique value orientation, different from other personality models in history. Although it still did not go too far from the traditional value systems, the imperial teacher, as the most elite intellectual in history during the chaotic times, oriented the search for self-expression in a special way. In times of chaos, the emperors aspired to bring society back to a state of peace. To realize this aspiration, they did not directly stand up to gather forces as the ruler. They used their wisdom to decide everything a thousand miles away. Not stopping there, they oriented themselves on their own path, relying on their merits to cover the world and not clinging to the king to find clothes and clothes. Not reacting to the contemporary autocracy to live in seclusion, nor aspiring to find a private space to claim power, they created for themselves a separate value orientation. The special feature of that orientation is overcoming the influence of ancient Chinese political science and the particularly effective resonance of the most influential ideology of China, Confucianism, with the core ideology of loyalty and respect for the king . Seeking the aspiration for self-interest , for personal values and dignity in the direction of reference and higher than the emperor is the most important orientation, and also the most unique feature of this personality model created in history.
As analyzed in the thesis, the difference of Truong Luong in the history of the genre from one perspective is due to the incompleteness or tragedy at different levels of the characters of the same genre and also the characters who aspire to imitate him. Obviously, looking from the orientation of seeking the aspiration to express the ego of the elite class in history in chaotic times, on the one hand, it reflects a very special aspect in the problem of how to seek the aspiration to express the ego of the elite individual.
in interaction with the autocracy. And from another dimension, it reflects the desire and effort to seek and search in a fruitful way for one's own value orientation, taking the individual, the ego and personal dignity as the basis.
It is also necessary to add that this is a special value orientation in history. It is special for the following reasons. First of all, it is special because of the aspiration that the characters pursue. Unlike ordinary strategists who seek fame, for a piece of land and clothes... the imperial teacher aims for a larger scale. Unlike the hermit who seeks spiritual freedom, the imperial teacher aims for illustrious fame. Not aiming to become an emperor, the imperial teacher aspires to become the emperor's teacher. Perhaps the first reason determines the second and third special features. The second special feature is that these aspirational personalities, despite their different levels of fame, are all outstanding intellectuals in history. Most of them are
1 , outstanding multi-cultural personalities . Too many outstanding minds have left behind
tragic endings in history to realize this aspiration.
Thus, looking from the highest point of value orientation, the contributions of this type of person to history are truly great and unique, peculiar, one of a kind in the history of the region. But the interesting thing that comes with the tragedy is that the common denominator, the universal outcome is tragedy. The perfect outcome is unique. This means that the perfect outcome of Zhang Liang is random, individual; imperfection is inevitable. The interesting and unique thing is that only Zhang Liang is among this random number. This is what makes Confucian scholars worship him as the only model of imperial teacher in the entire history of the type. This once again speaks to the fierceness of the problem of scholars, especially elite scholars in the aspiration to find an orientation that expresses the dignity and value of the individual, taking the individual as the basis in interacting with the autocratic regime.
With all the above explanations, the type of cultural personality of the emperor is an orientation to seek the aspiration to express the ego that is not only separate and unique but also worthy of being the highest and most successful search of the scholar in the history of the region, seen from the reference and interaction with the East Asian autocracy.
1 Multi-valued is understood as being talented in many aspects and in many unique crystallization aspects.
From the criteria of personality type, Truong Luong is the only character who fully satisfies the criteria of the ideal model of the type, or in other words, the mountain has a peak 1 .
To some extent, it is possible to see the cultural personalities who pursue the aspiration to become an imperial teacher as a unique cultural personality in history. In general, the scholars in the autocratic era mainly revolved around studying Confucianism, cultivating according to this value orientation, behaving and acting according to standards. And along with it, they gathered and integrated the knowledge of Lao, Trang, Daoism, Buddhism... into their ideological structure. From one aspect, this group also did not go beyond the common patterns, but in them, gradually appeared an orientation that did not follow the pattern, imitate but had many signs of grasping, operating, and controlling these philosophies to serve their own larger personal schemes. The personality and individual character of the elite scholars in East Asian history were formed in such a way. Or in other words, the scriptures of ideologies and religions no longer controlled them, but on the contrary, they used this classical knowledge to serve the aspiration to express their individual character. It is these special aspirations and thoughts that create a type of exceptional scholar, a type of exceptional value, a long-lasting obsession in the history of literature and the history of thought of China and Vietnam.
1 Word used by Mr. Tran Ngoc Vuong.
LIST OF AUTHOR'S SCIENTIFIC WORKS RELATED TO THE THESIS
1. Trinh Van Dinh (2011), “Van Hanh - Ly Cong Uan viewed from the structure of power couple”, Journal of Science, VNU , Hanoi, Vol. 27 (1), pp. 15 - 21.
2. Trinh Van Dinh (2011), “Reception of Truong Luong in Vietnam”, Readers and contemporary art public , Hanoi National University Publishing House, pp. 120 - 138.
3. Trinh Van Dinh (2012), “Coming and fossilizing: Truong Luong in the consciousness of Vietnamese scholars in the 18th, 19th and early 20th centuries”, Forty years of Han Nom training and research 1972-1912 , Hanoi National University Publishing House, pp. 473 - 509.
4. Do Thu Ha – Trinh Dinh (2012), “Heroes During Time of Unrest in Korean History: from the Reference System between China and Vietnam” , International Review of Korean Studies , Vol 9 (1), the University of New South Wales , Sydney NSW 2052, Australia, ISSN-1449-7395, pp 127 - 166.
5. Trinh Van Dinh (2013), “The ways of choosing of elite scholars in history” (A study of the cases of Nguyen Trai, Nguyen Binh Khiem and Nguyen Du), VNU Science Journal , Volume 29 (2), pp. 10 - 18.
6. Trinh Van Dinh (2013), “The origin of the formation of the “hero of troubled times” model in East Asian history and the characteristics of the hero of troubled times model in Korean history”, Journal of Social Sciences and Humanities , VNU-HCM, (59), pp. 258 - 265.
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