"Westward Spread of Eastern Learning"

Chinese and Western civilizations have enjoyed a long history of exchange which culminated in the 16th to 18th centuries when interactions and mutual influence became continuous on multiple fronts. They were characterized as "Eastward Spread of Western Learning" and "Westward Spread of Eastern Learning," the latter referring to the introduction of China's academic thought, system of rituals and laws, culture and art, and science and technology to the West.

Western missionaries who visited China acted as the main conduit of the "Westward Spread of Eastern Learning." They spread Chinese philosophies and culture to the West by translating Chinese classics and writing articles and books on China. For example, Matteo Ricci translated the Four Books compiled by scholar Zhu Xi into Latin. By the end of the 17th century, translations of scores of Chinese classics were circulating in Europe. Meanwhile, European scholars started publishing more writings about Chinese philosophies and culture. Those visiting China went out of their way to learn as much about it as possible. They wrote and sent to Europe glowing letters and reports on China's geography, society, and people. They portrayed China as an oriental power enviable for its vastness, abundance, prosperity, superior political system, happy and affluent people, and preeminent but rational civilization.

The accounts of the missionaries aroused a strong desire among European intellectuals to understand China and many even developed reverence for the rational civilization of China, prompting Enlightenment figures to engage in animated and extensive discussions about the country, eventually giving rise to sensational "Chinoiserie." China, a country with a vast territory, long history, and splendid culture, officially arrived in the headspace of Europeans. The "Westward Spread of Eastern Learning" catalyzed intellectual progress and provided important favorable conditions for social changes towards the end of the Middle Ages in Europe. Such developments speak volumes to the global significance of this wave of civilizational exchange.

“東學西漸”

中西方文明交流源遠流長。16至18世紀，中西方文明開始了持續的、多方面的交往和相互影響，即“西學東漸”“東學西漸”?！皷|學西漸”，就是中國的學術思想、禮法制度、文化藝術、科學技術等傳入西方。

來華的西方傳教士成為當時“東學西漸”的主要承擔者。他們通過翻譯中國古代典籍，撰寫有關中國的文章和書籍，將中國思想文化引介到西方。例如，16世紀利瑪竇用拉丁文翻譯朱熹《四書》，17世紀末數十種中國經典譯本在 歐洲流行，同時，歐洲學者研究中國哲學文化的著作不斷涌現。他們努力了解中國社會，在寄往歐洲的書信和報告中熱情洋溢地介紹中國的地理、社會、民生。在他們的記述中， 中國地大物博、國力雄厚，政治制度優越，人民安樂富足， 是擁有強大的理性文明而備受艷羨的東方大國。

傳教士們的記述激發了歐洲知識分子了解中國甚至崇尚中國理性文明的強烈渴望，引發了啟蒙思想界關于中國的高度關注和廣泛討論，乃至“中國熱”在歐洲的蓬勃興起。一個有著遼闊國土、悠久歷史、燦爛文化的中國正式進入歐洲人的視野，推動歐洲思想史的發展進程，為歐洲中世紀末期的社會變革提供了重要條件，展現出這一文明交流活動的世界性意義。