本文以明儒羅欽順（1465-1547）《困知記》的撰寫與傳刻為線索，揭示在明代嘉靖年間（1522-1566）陽明學流行的刺激下，部分士人如何塑造與之抗衡的新時代程朱理學領袖和經典讀本。《困知記》是羅欽順在近二十年間陸續增補而成，期間著重的對話對象、核心議題、自我認同、他人觀感與期待，均隨時間推移和情境變化產生階段性變動，這些變動是解讀其不同意涵的契機。嘉靖七年（1528）面世的兩卷本《困知記》，重點是羅氏對正德十五年（1520）與王陽明論學的過時回應，體現在他對「致良知」缺乏深刻認識。奠定羅氏理學聲譽的則是嘉靖十二年（1533）付梓的四卷本，他在日常讀書劄記的基礎上加以刪削，以「今之學者」、「近時以道學鳴者」等泛稱取代對陽明學派的具體指涉；對被視為與陽明學同源的陸九淵、湛若水和禪學，亦加以辨析批評。隨著學術自信的增長和對陽明學掌握的加深，以及同時代程朱學者的擁護，羅氏對陽明學的批評由隱轉顯，此類變化更充分體現在六卷本中的後兩卷和附錄的書信中。《困知記》四卷本面世後的迅速流傳，以及時人對嘉靖二十四年（1545）朝廷存問羅欽順之舉的不同解讀，顯示陽明學的流行，刺激了程朱理學立場的復甦，也表現了持此立場的群體對學術領袖和經典讀本的渴求。

Focusing on the writing, compilation and evolution of Kunzhi ji, a collection of reading notes and reflections by Luo Qinshun, this paper reveals the effort of the intellectuals during the reign of Jiajing, Ming Dynasty, to fill the voids of a new leader and a classical text in the Cheng-Zhu tradition to meet the challenge of Yangming Learning. It also shows how Luo’s self-identification, the key issues that he attempted to solve in Kunzhi ji, and other intellectuals’ expectations of the book evolved over the twenty years that Luo worked on Kunzhi ji. In 1528, Luo published a two-volume text, entitled Kunzhi ji, in which he responded to his debate with Wang Shouren in 1520. This postponed response indicates Luo’s incomplete understanding of Wang’s new and influential doctrine of innate good knowledge, Zhi liangzhi. Five years later in 1533, Luo expanded Kunzhi ji into a four-volume collection of his reading notes, which earned him a reputation as a master in Neo-Confuciaism. In the new edition, while Luo avoided critiquing the Yangming Learning directly, his overall critique extended from Wang Shouren to Lu Jiuyuan, Zhan Ruoshui, and Chan Buddism in general. With the increasing support of the followers of the Cheng-Zhu School and with his growing scholarly confidence, Luo compiled the final edition of Kunzhi ji by adding two additional volumes and an addendum to its 1533 edition. The popularity of Kunzhi ji earned Luo high renown. The governor of Jiangxi called on Luo in 1545 to present him an imperial edict, which celebrated Luo’s eightieth birthday and lauded his personal integrity. The edict also aroused various contemporary interpretations of Luo’s contribution to Confucian learning. But, the publication of Kunzhi ji and the congratulatory edict remain evidence that Cheng-Zhu tradition scholars of the time were eager to create their own academic leader and classical text to meet the challenge of the increasingly popular and influential Yangming Learning.