ABSTRACT A burgeoning body of literature discusses the process of being and becoming a doctoral scholar, suggesting that graduate students should move beyond performing the role of ‘good student’ and transform into doctoral scholars and stewards of the profession. More recently, research has been conducted to identify more commonly held competencies and attributes doctoral scholars should develop. Even so, clear models for developing scholarly identity and specific habits-of-mind are more difficult to identify. The literature ranges from discussing this process as a form of transformation or identity development, as a form of socialisation, as regulative epistemology, or as the development of a scholarly habitus. While it would be fruitful to derive a new model for scholarly dispositions, we look to perennial wisdom and metaphors of intellectual excellence and lifelong learning that already exist. In this paper we illuminate three Confucian notions, elaborating the development of scholarly dispositions and cultivating particular habits of mind, values, and ways of being. Confucian philosophy sets forth ideal ways of being, valuing, and knowing that are highly developed in their own right and add a more holistic understanding to the conversation of scholarly identity development.

中文翻译：

---

思维倾向：智力卓越的典范

摘要 大量文献讨论了成为和成为博士生的过程，建议研究生应该超越扮演“好学生”的角色，转变为博士生和该专业的管家。最近，已经进行了研究，以确定博士学者应该发展的更普遍的能力和属性。即便如此，发展学术身份和特定思维习惯的清晰模型更难以确定。文献范围从讨论这个过程作为一种转变或身份发展的形式，作为一种社会化形式，作为调节性认识论，或作为学术习惯的发展。虽然推导出一种新的学术倾向模型会很有成效，我们期待已经存在的智慧卓越和终身学习的常年智慧和隐喻。在本文中，我们阐明了儒家的三个观念，阐述了学风的发展和培养特定的思想习惯、价值观和存在方式。儒家哲学提出了理想的存在、评价和认识方式，这些方式本身就高度发展，并为学术身份发展的对话增添了更全面的理解。