EAST ASIAN JOURNAL / CLASSICS AND EXAMINATIONS
← Full reading path, sources and thinker profiles學科能力測驗／分科測驗
Taiwan · General Scholastic Ability Test / Advanced Subjects Test · 20 original prompts
These are independent, original, evidence-backed practice exercises, not official examination materials or predictions. Read the relevant study units first. Each solution explains the merits and errors of the proposed interpretations, with links to the underlying philosophical scholarship.
FIELD GUIDE / 05 · EXAMINATION READING DESK
Read each doctrine and its evidence before tackling the original examination-style passages. The key terms, position drill and full practice below remain accessible without scripts.
Editorial distinction: Official documents establish named examinations, curriculum frameworks and assessment formats. Scholarly sources establish the philosophical arguments. Inclusion here does not mean an examination board prescribes each thinker or that a particular question will appear. All practice is original, never reproduced from past papers.
This is the complete reading and retrieval desk. The practice sheet follows below, with original passages, answer-by-answer rationales, a printable key and saved mistakes review.
20 original practice questions · 5 reading units
General Scholastic Ability Test / Advanced Subjects Test
GSAT Social Studies and advanced Civics and Society test broad historical, political and civic skills. The named Taiwanese thinkers are useful applications but are not verified CEEC compulsory individual authors.
Documented: 108課綱 emphasizes competencies and applying learning to contexts; our paths teach civic ideas through documented thinkers without claiming a fixed list of prescribed figures. Limit: No identified CEEC curriculum names Mou, Yin, Su Beng, or Sun Ta-chuan as compulsory test figures. Do not mistake editorial examples for examinable required authors.
Studied in sequence, these editorial units cover the positions and contrasts exercised below. Official curricular context is identified separately from additional philosophical scholarship.
Classical ethical texts
《論語》中仁關乎人際倫理，禮形塑實踐方式。不能把仁化約成無條件贊同，也不能把禮當作純粹刑罰。
The Analects relates humaneness to how people treat others, with ritual shaping conduct; neither indiscriminate approval nor punishment alone captures this.
Profiles Confucius ↗ Evidence SEP ↗中華民國教育部 ↗
《孟子》以惻隱、羞惡、辭讓、是非等端緒談道德的可能性，重點是培養與擴充，而非宣稱德性已經完成。
The Mencian sprouts describe beginnings of compassion, shame, deference and judgment needing extension and growth.
Profiles Mencius ↗ Evidence Stanford Encyclopedia of Philosophy ↗中華民國教育部 ↗
中華文化基本教材可取《論語》《孟子》等古典選文，但各校與試題不構成本站人物名單的逐人必考承諾。
The cultural-classics teaching range includes Analects and Mencius, but does not guarantee an individual roster item on a future CEEC paper.
Profiles Confucius ↗Mencius ↗ Evidence 中華民國教育部 ↗大學入學考試中心 ↗
Read profiles ConfuciusMencius Open practice →
Curricular context and historical sources: 中華民國教育部 ↗大學入學考試中心 ↗
Republicanism and political liberty
孫中山將民族、民權、民生組成政治論述，其在臺灣的制度史影響不能被當作每個人政治立場的總結。
Sun Yat-sen’s nationalism, political rights and livelihood shaped institutional history but do not define the views of all Taiwanese people.
Profiles Sun Yat-sen ↗ Evidence Sun Yat-sen Academic Database, National Dr. Sun Yat-sen Memorial Hall ↗
殷海光主張批判理性與言論自由，可與官方政治敘事比較，但不能將他與所有新儒家人物歸入同一立場。
Yin Haiguang emphasized criticism and intellectual liberty; that is not identical with every Modern Confucian program.
Profiles Yin Haiguang ↗ Evidence National Taiwan University Press ↗
遇到二十世紀政治主張的材料題，先分清規範性的理想、當時的政治環境和後世評價；不能把單一主張當成已實現的制度。
In material questions, separate normative program, historical implementation and later evaluation. A proposal does not establish that an institution already existed.
Profiles Sun Yat-sen ↗Yin Haiguang ↗ Evidence Sun Yat-sen Academic Database, National Dr. Sun Yat-sen Memorial Hall ↗National Taiwan University Press ↗
Read profiles Sun Yat-senYin Haiguang Open practice →
Curricular context and historical sources: 大學入學考試中心 ↗Sun Yat-sen Academic Database, National Dr. Sun Yat-sen Memorial Hall ↗National Taiwan University Press ↗
Modern Confucian reinterpretation
牟宗三重新詮釋儒家道德主體性，也與民主、科學等現代課題對話；其論證不是朱熹註疏的直接複寫。
Mou Zongsan reworked moral subjectivity in conversation with democracy and science; he is neither a literal copy of Zhu Xi nor a spokesperson for all Taiwanese traditions.
Profiles Mou Zongsan ↗Zhu Xi ↗ Evidence SEP ↗Stanford Encyclopedia of Philosophy ↗
徐復觀重視中國思想與文化的歷史理解，對政治權力也有批評；須避免把新儒家縮減為單一一致的政治綱領。
Xu Fuguan explored Chinese intellectual history and criticized concentrated political power; Modern Confucians were not a monolithic political party.
Profiles Xu Fuguan ↗ Evidence SEP ↗
牟宗三等思想家試圖調整倫理傳統與現代制度的關係。概念「相容」是哲學論題，不等於所有歷史社會已達成民主。
Attempts to relate Confucian ethics and democracy are philosophical arguments, not evidence that every society historically realized democratic institutions.
Profiles Mou Zongsan ↗Xu Fuguan ↗ Evidence SEP ↗
Read profiles Mou ZongsanXu Fuguan Open practice →
Curricular context and historical sources: SEP ↗大學入學考試中心 ↗
Plural histories and Indigenous thought
史明將臺灣史放在政治與社會鬥爭的脈絡中重述，與國家教科書式單線敘事有明顯不同。
Su Beng reframed Taiwanese history through conflict and self-determination, differing from a single official national narrative.
Profiles Su Beng ↗ Evidence National Museum of Taiwan History ↗
孫大川討論原住民族文化與知識，提醒讀者：儒家經典並不能代表臺灣所有思想傳統。
Sun Ta-chuan writes about Indigenous cultures and knowledge, reminding us that Chinese classics do not encompass every Taiwanese intellectual tradition.
Profiles Sun Ta-chuan ↗ Evidence National Museum of Taiwan Literature ↗
當材料同時出現三民主義、新儒家、自由主義與原住民族觀點，應辨認不同問題意識，而不是用「都是臺灣思想」抹平衝突。
When sources juxtapose republicanism, Modern Confucianism, liberalism and Indigenous thought, identify different aims rather than treating one location as doctrinal uniformity.
Profiles Sun Yat-sen ↗Mou Zongsan ↗Sun Ta-chuan ↗ Evidence Sun Yat-sen Academic Database, National Dr. Sun Yat-sen Memorial Hall ↗SEP ↗National Museum of Taiwan Literature ↗
Read profiles Su BengSun Ta-chuanMou Zongsan Open practice →
Curricular context and historical sources: National Museum of Taiwan Literature ↗National Museum of Taiwan History ↗大學入學考試中心 ↗
CEEC passage-group reasoning
115學測社會已有混合題組，命題可要求選擇、短答、跨領域推論。本站用原創共同素材來練習推理，不移用歷屆試題。
The 2026 CEEC Social Studies paper used both multiple-choice and mixed-response groups. EAJ uses new shared stimuli, not reused exam wording.
Profiles Yin Haiguang ↗ Evidence 大學入學考試中心 ↗
公民與社會的議題可涉及權利、制度、公共理性。古典哲學家是用來練習觀點比較的延伸案例，不應冒充大考中心逐人列出的命題範圍。
Citizenship topics include rights and institutions. Philosophical comparisons here are editorial enrichment, not a CEEC list of compulsory named thinkers.
Profiles Yin Haiguang ↗Mou Zongsan ↗ Evidence 大學入學考試中心 ↗大學入學考試中心 ↗
若選項把「仁」說成沒有程序的任意決策，或把「自由」說成不需要公共討論，都忽略概念的條件；答題時要回到材料中的限定語。
Watch for answers that replace Confucian humaneness with arbitrary decisions or liberty with the absence of public argument; the qualifying context matters.
Profiles Confucius ↗Yin Haiguang ↗ Evidence SEP ↗National Taiwan University Press ↗
Read profiles Yin HaiguangConfucius Open practice →
Curricular context and historical sources: 大學入學考試中心 ↗大學入學考試中心 ↗
RETRIEVAL STUDIO / TAIWAN
Turn a term to read its doctrine and source. Then identify the philosophical position without relying on a name in the prompt.
Select a term to turn it over. Each reverse side supplies the native explanation, English gloss and cited evidence.
《孟子》以惻隱、羞惡、辭讓、是非等端緒談道德的可能性，重點是培養與擴充，而非宣稱德性已經完成。
The Mencian sprouts describe beginnings of compassion, shame, deference and judgment needing extension and growth.
中華文化基本教材可取《論語》《孟子》等古典選文，但各校與試題不構成本站人物名單的逐人必考承諾。
The cultural-classics teaching range includes Analects and Mencius, but does not guarantee an individual roster item on a future CEEC paper.
孫中山將民族、民權、民生組成政治論述，其在臺灣的制度史影響不能被當作每個人政治立場的總結。
Sun Yat-sen’s nationalism, political rights and livelihood shaped institutional history but do not define the views of all Taiwanese people.
Sun Yat-sen Academic Database, National Dr. Sun Yat-sen Memorial Hall ↗
殷海光主張批判理性與言論自由，可與官方政治敘事比較，但不能將他與所有新儒家人物歸入同一立場。
Yin Haiguang emphasized criticism and intellectual liberty; that is not identical with every Modern Confucian program.
遇到二十世紀政治主張的材料題，先分清規範性的理想、當時的政治環境和後世評價；不能把單一主張當成已實現的制度。
In material questions, separate normative program, historical implementation and later evaluation. A proposal does not establish that an institution already existed.
Sun Yat-sen Academic Database, National Dr. Sun Yat-sen Memorial Hall ↗National Taiwan University Press ↗
牟宗三重新詮釋儒家道德主體性，也與民主、科學等現代課題對話；其論證不是朱熹註疏的直接複寫。
Mou Zongsan reworked moral subjectivity in conversation with democracy and science; he is neither a literal copy of Zhu Xi nor a spokesperson for all Taiwanese traditions.
徐復觀重視中國思想與文化的歷史理解，對政治權力也有批評；須避免把新儒家縮減為單一一致的政治綱領。
Xu Fuguan explored Chinese intellectual history and criticized concentrated political power; Modern Confucians were not a monolithic political party.
牟宗三等思想家試圖調整倫理傳統與現代制度的關係。概念「相容」是哲學論題，不等於所有歷史社會已達成民主。
Attempts to relate Confucian ethics and democracy are philosophical arguments, not evidence that every society historically realized democratic institutions.
史明將臺灣史放在政治與社會鬥爭的脈絡中重述，與國家教科書式單線敘事有明顯不同。
Su Beng reframed Taiwanese history through conflict and self-determination, differing from a single official national narrative.
孫大川討論原住民族文化與知識，提醒讀者：儒家經典並不能代表臺灣所有思想傳統。
Sun Ta-chuan writes about Indigenous cultures and knowledge, reminding us that Chinese classics do not encompass every Taiwanese intellectual tradition.
當材料同時出現三民主義、新儒家、自由主義與原住民族觀點，應辨認不同問題意識，而不是用「都是臺灣思想」抹平衝突。
When sources juxtapose republicanism, Modern Confucianism, liberalism and Indigenous thought, identify different aims rather than treating one location as doctrinal uniformity.
Sun Yat-sen Academic Database, National Dr. Sun Yat-sen Memorial Hall ↗SEP ↗National Museum of Taiwan Literature ↗
115學測社會已有混合題組，命題可要求選擇、短答、跨領域推論。本站用原創共同素材來練習推理，不移用歷屆試題。
The 2026 CEEC Social Studies paper used both multiple-choice and mixed-response groups. EAJ uses new shared stimuli, not reused exam wording.
公民與社會的議題可涉及權利、制度、公共理性。古典哲學家是用來練習觀點比較的延伸案例，不應冒充大考中心逐人列出的命題範圍。
Citizenship topics include rights and institutions. Philosophical comparisons here are editorial enrichment, not a CEEC list of compulsory named thinkers.
若選項把「仁」說成沒有程序的任意決策，或把「自由」說成不需要公共討論，都忽略概念的條件；答題時要回到材料中的限定語。
Watch for answers that replace Confucian humaneness with arbitrary decisions or liberty with the absence of public argument; the qualifying context matters.
Positions are new paraphrases, not attributed verbatim quotations. A documented argument, not a memorable slogan, establishes the answer.
Argument notes and sources · open an entry to review its attribution after a guess.
Confucius · 仁與禮: 《論語》中仁關乎人際倫理，禮形塑實踐方式。不能把仁化約成無條件贊同，也不能把禮當作純粹刑罰。
Read the position under 仁與禮: The Analects relates humaneness to how people treat others, with ritual shaping conduct; neither indiscriminate approval nor punishment alone captures this.
Mencius · 四端與擴充: 《孟子》以惻隱、羞惡、辭讓、是非等端緒談道德的可能性，重點是培養與擴充，而非宣稱德性已經完成。
Read the position under 四端與擴充: The Mencian sprouts describe beginnings of compassion, shame, deference and judgment needing extension and growth.
Sun Yat-sen · 三民主義: 孫中山將民族、民權、民生組成政治論述，其在臺灣的制度史影響不能被當作每個人政治立場的總結。
Read the position under 三民主義: Sun Yat-sen’s nationalism, political rights and livelihood shaped institutional history but do not define the views of all Taiwanese people.
Sun Yat-sen Academic Database, National Dr. Sun Yat-sen Memorial Hall ↗
Yin Haiguang · 自由與公共辯論: 殷海光主張批判理性與言論自由，可與官方政治敘事比較，但不能將他與所有新儒家人物歸入同一立場。
Read the position under 自由與公共辯論: Yin Haiguang emphasized criticism and intellectual liberty; that is not identical with every Modern Confucian program.
Mou Zongsan · 新儒家的道德自律: 牟宗三重新詮釋儒家道德主體性，也與民主、科學等現代課題對話；其論證不是朱熹註疏的直接複寫。
Read the position under 新儒家的道德自律: Mou Zongsan reworked moral subjectivity in conversation with democracy and science; he is neither a literal copy of Zhu Xi nor a spokesperson for all Taiwanese traditions.
Xu Fuguan · 徐復觀與文化批評: 徐復觀重視中國思想與文化的歷史理解，對政治權力也有批評；須避免把新儒家縮減為單一一致的政治綱領。
Read the position under 徐復觀與文化批評: Xu Fuguan explored Chinese intellectual history and criticized concentrated political power; Modern Confucians were not a monolithic political party.
Su Beng · 臺灣主體性的歷史書寫: 史明將臺灣史放在政治與社會鬥爭的脈絡中重述，與國家教科書式單線敘事有明顯不同。
Read the position under 臺灣主體性的歷史書寫: Su Beng reframed Taiwanese history through conflict and self-determination, differing from a single official national narrative.
Sun Ta-chuan · 原住民族知識的地位: 孫大川討論原住民族文化與知識，提醒讀者：儒家經典並不能代表臺灣所有思想傳統。
Read the position under 原住民族知識的地位: Sun Ta-chuan writes about Indigenous cultures and knowledge, reminding us that Chinese classics do not encompass every Taiwanese intellectual tradition.
Yin Haiguang · 題組閱讀策略: 115學測社會已有混合題組，命題可要求選擇、短答、跨領域推論。本站用原創共同素材來練習推理，不移用歷屆試題。
Read the position under 題組閱讀策略: The 2026 CEEC Social Studies paper used both multiple-choice and mixed-response groups. EAJ uses new shared stimuli, not reused exam wording.
Yin Haiguang · 思想與公民概念: 公民與社會的議題可涉及權利、制度、公共理性。古典哲學家是用來練習觀點比較的延伸案例，不應冒充大考中心逐人列出的命題範圍。
Read the position under 思想與公民概念: Citizenship topics include rights and institutions. Philosophical comparisons here are editorial enrichment, not a CEEC list of compulsory named thinkers.
TAIWAN · 01 / 20 題組
共同材料一（本站自撰）：甲在討論中屢稱自己重視他人，卻不肯遵守共同承諾；乙則只重儀節，對他人的處境漠然。
Shared material 1 (original): A claims to care but breaks shared commitments; B performs ceremonies yet is indifferent to other people.
Correct answer: C.
正確。材料分別呈現空泛的善意與徒具形式的禮節。孔子的倫理須同時檢視關懷與行動，才不會兩頭落空。
Correct. One speaker lacks practiced responsibility, the other humane concern; Confucian evaluation cannot stop at either pole.
Profiles: Confucius ↗
Sources: 中華民國教育部 ↗大學入學考試中心 ↗SEP ↗
Study unit: Review the full reading path ↗
TAIWAN · 02 / 20 題組
共同材料一（本站自撰）：甲在討論中屢稱自己重視他人，卻不肯遵守共同承諾；乙則只重儀節，對他人的處境漠然。
Shared material 1 (original): A claims to care but breaks shared commitments; B performs ceremonies yet is indifferent to other people.
Correct answer: D.
正確組合。乙：批評的是缺乏倫理內容的表現，並非否定禮在行動中的訓練功能。丙：材料分別呈現空泛的善意與徒具形式的禮節。孔子的倫理須同時檢視關懷與行動，才不會兩頭落空。
Correct combination. B: The target is hollow observance, not the whole role of ritual in shaping relationships. C: One speaker lacks practiced responsibility, the other humane concern; Confucian evaluation cannot stop at either pole.
Profiles: Confucius ↗
Sources: 中華民國教育部 ↗大學入學考試中心 ↗SEP ↗
Study unit: Review the full reading path ↗
TAIWAN · 03 / 20 題組
共同材料二（本站自撰）：有人看見陌生人陷入危險，不待計算得失便心生不忍。討論接著問：這一次的惻隱是否已等於穩定的仁德？
Shared material 2 (original): Someone instinctively feels distress at a stranger’s danger. The discussion asks whether that first reaction already amounts to stable virtue.
Correct answer: B.
正確。「端」表明可發展的起點。把第一次惻隱感受等同於成熟品德，便漏掉孟子的擴充要求。
Correct. The word sprout marks potential, not full possession of the virtue achieved through its development.
Profiles: Mencius ↗
Sources: 中華民國教育部 ↗大學入學考試中心 ↗SEP ↗
Study unit: Review the full reading path ↗
TAIWAN · 04 / 20 classical-reading
古典語體練習（本站自撰，非古籍原文）：見人有危，怵惕而不忍。斯情雖萌，苟不擴充，未足以稱成德。
Original classical-style exercise, not an ancient quotation: Spontaneous compassion begins but does not finish the making of virtue.
Correct answer: D.
正確組合。乙：「端」表明可發展的起點。把第一次惻隱感受等同於成熟品德，便漏掉孟子的擴充要求。丙：關鍵是區分「可能性」與「完成度」。考題若把二者畫上等號，便偷換孟子的命題。
Correct combination. B: The word sprout marks potential, not full possession of the virtue achieved through its development. C: A possibility claim is not an achievement claim; the distinction is testable in contextual reading.
Profiles: Mencius ↗
Sources: 中華民國教育部 ↗大學入學考試中心 ↗SEP ↗
Study unit: Review the full reading path ↗
TAIWAN · 05 / 20 題組
共同材料三（本站自撰）：某政治綱領分別討論民族共同體、人民政治權利與生計問題；後來的觀察者則要檢查綱領與實際制度是否相符。
Shared material 3 (original): A program addresses nationhood, people’s political rights and livelihood; a later critic asks whether institutions achieved its aims.
Correct answer: B.
正確。政治理想可以影響制度發展，但材料要求另以史料評估實施情況。理念與成效屬於不同命題。
Correct. The historical influence of a program is not empirical evidence that its goals were fully implemented.
Profiles: Sun Yat-sen ↗
Sources: 大學入學考試中心 ↗Sun Yat-sen Academic Database, National Dr. Sun Yat-sen Memorial Hall ↗National Taiwan University Press ↗Sun Yat-sen Academic Database, archival transcript ↗
Study unit: Review the full reading path ↗
TAIWAN · 06 / 20 題組
共同材料三（本站自撰）：某政治綱領分別討論民族共同體、人民政治權利與生計問題；後來的觀察者則要檢查綱領與實際制度是否相符。
Shared material 3 (original): A program addresses nationhood, people’s political rights and livelihood; a later critic asks whether institutions achieved its aims.
Correct answer: B.
正確組合。乙：將理念與落實區分，不是否定其思想史影響，反而能避免以口號代替歷史研究。丁：政治理想可以影響制度發展，但材料要求另以史料評估實施情況。理念與成效屬於不同命題。
Correct combination. B: Separating normative intent from historical outcomes enables rather than diminishes serious analysis. D: The historical influence of a program is not empirical evidence that its goals were fully implemented.
Profiles: Sun Yat-sen ↗
Sources: 大學入學考試中心 ↗Sun Yat-sen Academic Database, National Dr. Sun Yat-sen Memorial Hall ↗National Taiwan University Press ↗Sun Yat-sen Academic Database, archival transcript ↗
Study unit: Review the full reading path ↗
TAIWAN · 07 / 20 題組
共同材料四（本站自撰）：一位評論者指出，即使某政治理想被奉為正統，公共論辯仍需要獨立求證與對權力的批判。
Shared material 4 (original): A critic argues that official reverence for a political ideal does not eliminate the need for evidence and critical discussion of power.
Correct answer: B.
正確。殷海光重視批判理性。材料不是否定所有政治理念，而是要求對任何權力主張保留論證空間。
Correct. His focus is on critical inquiry, not the automatic falsity of every political program.
Profiles: Yin Haiguang ↗Sun Yat-sen ↗
Sources: 大學入學考試中心 ↗Sun Yat-sen Academic Database, National Dr. Sun Yat-sen Memorial Hall ↗National Taiwan University Press ↗Sun Yat-sen Academic Database, archival transcript ↗
Study unit: Review the full reading path ↗
TAIWAN · 08 / 20 題組
共同材料四（本站自撰）：一位評論者指出，即使某政治理想被奉為正統，公共論辯仍需要獨立求證與對權力的批判。
Shared material 4 (original): A critic argues that official reverence for a political ideal does not eliminate the need for evidence and critical discussion of power.
Correct answer: B.
正確組合。乙：比較的重點是公共政治主張如何接受檢驗。不能把不同時代的主張當成同一段話。丙：殷海光重視批判理性。材料不是否定所有政治理念，而是要求對任何權力主張保留論證空間。
Correct combination. B: Shared relevance to politics does not eliminate differences in intellectual setting and argumentative aim. C: His focus is on critical inquiry, not the automatic falsity of every political program.
Profiles: Yin Haiguang ↗Sun Yat-sen ↗
Sources: 大學入學考試中心 ↗Sun Yat-sen Academic Database, National Dr. Sun Yat-sen Memorial Hall ↗National Taiwan University Press ↗Sun Yat-sen Academic Database, archival transcript ↗
Study unit: Review the full reading path ↗
TAIWAN · 09 / 20 題組
共同材料五（本站自撰）：某哲學家承繼儒家倫理，卻另問道德主體如何面對民主、科學與現代自由的制度性要求。
Shared material 5 (original): A philosopher inherits Confucian ethics but asks how moral agency encounters democracy, science and modern institutions.
Correct answer: A.
正確。材料明示民主與科學的現代問題。把這層新的論證刪去，就無法理解現代新儒家的工作。
Correct. The modern institutional questions are part of the project; treating it as transcription erases that work.
Profiles: Mou Zongsan ↗Zhu Xi ↗
Sources: SEP ↗大學入學考試中心 ↗SEP ↗
Study unit: Review the full reading path ↗
TAIWAN · 10 / 20 題組
共同材料五（本站自撰）：某哲學家承繼儒家倫理，卻另問道德主體如何面對民主、科學與現代自由的制度性要求。
Shared material 5 (original): A philosopher inherits Confucian ethics but asks how moral agency encounters democracy, science and modern institutions.
Correct answer: D.
正確組合。甲：思想傳承不是語義不變。分清延續與重構才能理解學說之間的關係。乙：材料明示民主與科學的現代問題。把這層新的論證刪去，就無法理解現代新儒家的工作。
Correct combination. A: Transmission changes problems and claims, even where inherited terms remain recognizable. B: The modern institutional questions are part of the project; treating it as transcription erases that work.
Profiles: Mou Zongsan ↗Zhu Xi ↗
Sources: SEP ↗大學入學考試中心 ↗SEP ↗
Study unit: Review the full reading path ↗
TAIWAN · 11 / 20 題組
共同材料六（本站自撰）：甲細讀文化與政治的歷史材料，藉此批評權力；乙則問倫理傳統能否從哲學上回應民主與道德自主。
Shared material 6 (original): A studies cultural history to criticize power; B asks whether inherited ethics can philosophically support autonomy and democracy.
Correct answer: A.
正確。同處新儒家脈絡不表示論證形式一致。材料已區分史學式批評與系統哲學的問題。
Correct. A shared intellectual milieu can contain different methods and political emphases.
Profiles: Xu Fuguan ↗Mou Zongsan ↗
Sources: SEP ↗大學入學考試中心 ↗
Study unit: Review the full reading path ↗
TAIWAN · 12 / 20 題組
共同材料六（本站自撰）：甲細讀文化與政治的歷史材料，藉此批評權力；乙則問倫理傳統能否從哲學上回應民主與道德自主。
Shared material 6 (original): A studies cultural history to criticize power; B asks whether inherited ethics can philosophically support autonomy and democracy.
Correct answer: A.
正確組合。乙：同處新儒家脈絡不表示論證形式一致。材料已區分史學式批評與系統哲學的問題。丙：材料一方重文獻與歷史，另一方重概念重構。有效比較須保留各自的證成方式。
Correct combination. B: A shared intellectual milieu can contain different methods and political emphases. C: A school label cannot do the evidentiary work of comparing distinct modes of argument.
Profiles: Xu Fuguan ↗Mou Zongsan ↗
Sources: SEP ↗大學入學考試中心 ↗
Study unit: Review the full reading path ↗
TAIWAN · 13 / 20 題組
共同材料七（本站自撰）：某作者重新敘述島嶼歷史，強調社會衝突、統治結構與政治抗爭，不滿只從單一官方立場安排時間線。
Shared material 7 (original): An author reconstructs island history through social conflict and power, rejecting a single official chronology.
Correct answer: B.
正確。史明的寫作將政治與社會鬥爭放進臺灣史。這不保證每一個判斷正確，卻提出必須辨認的解釋角度。
Correct. His political historiography reframes the questions asked, but its particular claims still require historical scrutiny.
Profiles: Su Beng ↗
Sources: National Museum of Taiwan Literature ↗National Museum of Taiwan History ↗大學入學考試中心 ↗
Study unit: Review the full reading path ↗
TAIWAN · 14 / 20 題組
共同材料七（本站自撰）：某作者重新敘述島嶼歷史，強調社會衝突、統治結構與政治抗爭，不滿只從單一官方立場安排時間線。
Shared material 7 (original): An author reconstructs island history through social conflict and power, rejecting a single official chronology.
Correct answer: D.
正確組合。乙：史明的寫作將政治與社會鬥爭放進臺灣史。這不保證每一個判斷正確，卻提出必須辨認的解釋角度。丙：可信的史學比較要能評價不同敘事如何選擇材料與提出因果解釋。
Correct combination. B: His political historiography reframes the questions asked, but its particular claims still require historical scrutiny. C: Interpretive significance and empirical corroboration are complementary tasks.
Profiles: Su Beng ↗
Sources: National Museum of Taiwan Literature ↗National Museum of Taiwan History ↗大學入學考試中心 ↗
Study unit: Review the full reading path ↗
TAIWAN · 15 / 20 題組
共同材料八（本站自撰）：展覽把一組儒家典籍稱為「島嶼所有族群思想的完整代表」。另一位研究者提出口傳文化與原住民族知識傳承的例子。
Shared material 8 (original): An exhibition claims Confucian classics fully represent all island traditions; a researcher presents Indigenous oral and knowledge traditions.
Correct answer: A.
正確。題幹的問題在「所有」與「完整」。只由一種典籍概括多種傳統，抹平了知識傳遞方式的差異。
Correct. The universal claim is unsupported: oral traditions and different epistemic settings cannot be assimilated to one canon.
Profiles: Sun Ta-chuan ↗
Sources: National Museum of Taiwan Literature ↗National Museum of Taiwan History ↗大學入學考試中心 ↗
Study unit: Review the full reading path ↗
TAIWAN · 16 / 20 題組
共同材料八（本站自撰）：展覽把一組儒家典籍稱為「島嶼所有族群思想的完整代表」。另一位研究者提出口傳文化與原住民族知識傳承的例子。
Shared material 8 (original): An exhibition claims Confucian classics fully represent all island traditions; a researcher presents Indigenous oral and knowledge traditions.
Correct answer: B.
正確組合。乙：研究方法若先排除了口述經驗，便無法公平提出島嶼的多元思想問題。丁：題幹的問題在「所有」與「完整」。只由一種典籍概括多種傳統，抹平了知識傳遞方式的差異。
Correct combination. B: The method of selection determines whose intellectual traditions can even be represented. D: The universal claim is unsupported: oral traditions and different epistemic settings cannot be assimilated to one canon.
Profiles: Sun Ta-chuan ↗
Sources: National Museum of Taiwan Literature ↗National Museum of Taiwan History ↗大學入學考試中心 ↗
Study unit: Review the full reading path ↗
TAIWAN · 17 / 20 題組
共同材料九（本站自撰）：一段課堂材料引述仁與禮的差異；某考生見到「儒家」二字，就不讀材料中的否定詞和限定語而直接作答。
Shared material 9 (original): A source distinguishes ren and li; a test taker sees the label “Confucian” and ignores a crucial negation in the passage.
Correct answer: C.
正確。概念識別只是第一步。選項常用絕對化詞句改變原命題，逐字核對才能判斷推論是否過強。
Correct. An option can name the right tradition while making a false universal inference; qualifiers determine validity.
Profiles: Yin Haiguang ↗Confucius ↗
Sources: 大學入學考試中心 ↗大學入學考試中心 ↗National Taiwan University Press ↗SEP ↗
Study unit: Review the full reading path ↗
TAIWAN · 18 / 20 題組
共同材料九（本站自撰）：一段課堂材料引述仁與禮的差異；某考生見到「儒家」二字，就不讀材料中的否定詞和限定語而直接作答。
Shared material 9 (original): A source distinguishes ren and li; a test taker sees the label “Confucian” and ignores a crucial negation in the passage.
Correct answer: A.
正確組合。丙：概念識別只是第一步。選項常用絕對化詞句改變原命題，逐字核對才能判斷推論是否過強。丁：命題的範圍決定答案；若忽略前提，就容易選到過度延伸的敘述。
Correct combination. C: An option can name the right tradition while making a false universal inference; qualifiers determine validity. D: Tracking premises and scope is essential to distinguishing a supported conclusion from an overreach.
Profiles: Yin Haiguang ↗Confucius ↗
Sources: 大學入學考試中心 ↗大學入學考試中心 ↗National Taiwan University Press ↗SEP ↗
Study unit: Review the full reading path ↗
TAIWAN · 19 / 20 題組
共同材料十（本站自撰）：研究筆記把先秦儒家言論、宋代註解及二十世紀自由主義評論放在同一頁，卻把三者標成同一時代的引文。
Shared material 10 (original): Notes place pre-Qin ethics, a Song commentary and a twentieth-century liberal critique side by side, incorrectly marking all as simultaneous quotations.
Correct answer: B.
正確。孔孟、朱熹與現代自由主義者處於不同語境。可比較概念，但不可將後人的解釋冒充先秦原話。
Correct. Comparative themes do not make later commentary or criticism a literal utterance of an earlier thinker.
Profiles: Confucius ↗Mencius ↗Yin Haiguang ↗
Sources: 大學入學考試中心 ↗大學入學考試中心 ↗SEP ↗SEP ↗National Taiwan University Press ↗
Study unit: Review the full reading path ↗
TAIWAN · 20 / 20 classical-reading
古典語體練習（本站自撰，非古籍原文）：經傳互有先後，註說因時而新；不辨作者與年代，則義理無所考。
Original classical-style exercise, not an ancient quotation: Classics and later commentary have distinct chronologies that matter for interpretation.
Correct answer: C.
正確組合。丙：孔孟、朱熹與現代自由主義者處於不同語境。可比較概念，但不可將後人的解釋冒充先秦原話。丁：思想傳承的重點常在意義轉化。資料整理不能只比字形而忽略文本環境。
Correct combination. C: Comparative themes do not make later commentary or criticism a literal utterance of an earlier thinker. D: Continuity of words does not guarantee continuity of meaning or context.
Profiles: Confucius ↗Mencius ↗Yin Haiguang ↗
Sources: 大學入學考試中心 ↗大學入學考試中心 ↗SEP ↗SEP ↗National Taiwan University Press ↗
Study unit: Review the full reading path ↗
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