本文以孫應時《燭湖集》中的陸門學友為中心，討論與他共同師事陸九淵的十六位學友，師從學道的狀況，瞭解早期陸學門人學習變化與人際互動的重要基礎。藉由陸門弟子與陸九淵以外的道學大儒之互動，有助釐清幾個概念性的問題：第一，道學發展的過程中，門戶藩籬是逐漸形成的。南宋道學發展之初，師生與從學的觀念相當開放，陸學門人師從陸九淵前，多有從學其他大儒者，時人甚至以兼學多師為榮。第二，陸學弟子有由兼學多師朝向轉益他師發展的現象，成為陸學一大考驗。陸學先後受到以呂祖謙為首的功利學派與朱學的挑戰，除少數在四明講學的門人仍堅守陸學主調外，包含孫應時在內的諸多陸門中人，皆與朱熹在政務與學術上有頻繁的互動，從而產生學習轉向的現象。門人的轉益與學派競合聯結，使道學門戶越益森嚴。陸學早期門人，多出身太學。太學是一個多元且開放的學習場所，師生容易在學習過程中形成社群與追尋典範。太學生多期望能夠兼顧仕進與學術，在太學有機會接觸到許多大儒，師從多位名師是普遍現象。陸學門人不乏基於現實考量，轉向擁有學政優勢的呂祖謙與朱熹問學。因此，從陸門早期弟子中，偏高的太學生屬性來看，有助瞭解陸門子弟轉益他師，不守一說的原因，以及南宋中期，諸派競合的發展過程。而由陸學早期弟子轉益多師的現象，可見士人面對外在環境的轉變，有不同的應對態度與方案，學術典範的選擇與政治現實的抉擇，因人而異，不能簡單看待。

This paper explores the phenomenon of studying with various teachers during the early period of the Southern Song Neo-Confucian movement. Specifically, it focuses on interpersonal relationships, using the example of Sun Yingshi's (1154-1206) sixteen ”friends” who studied with Lu Jiuyuan (1139-1192), as recorded in Sun's collected works ”Zhuhu ji”.The interaction of Lu's students with other Neo-Confucian masters illustrates a few points about the Southern Song Neo-Confucian movement. First, the deep divide between different schools formed over time. It had originally been common and even deemed meritorious to study with various scholars. Many of Lu Jiuyuan's students had studied with other scholars before they came to him. Second, however, it became a serious problem for the Lu school when many of Lu's students tended to go beyond just learning from various teachers to ”converting” to other schools. The Lu school was successively challenged by Lü Zuqian's (1137-1181) utilitarian school and Zhu Xi's (1130-1200) school. Except those few scholars in Siming who held fast to Lu's teaching, many of his students, including Sun Yingshi himself, had frequent interactions with Zhu Xi in both the political and scholarly fields and eventually turned to Zhu's teaching. As a result of this kind of ”conversion,” combined with the competition among schools, the separation among schools became more and more strict.The fact that many of Lu's early students had attended the Imperial College provides us a clue to understanding the change. The imperial College was a diverse and open place for learning where teachers and students could easily form groups and pursue different paradigms. In addition, students there often tried to pursue official careers and scholarly development at the same time. Since there were ample opportunities to meet and learn from different schools of thought, following several masters became a common phenomenon. This helps us understand how some of Lu's students, due to realistic considerations, turned to Lü or Zhu who offered some advantages in the political or scholarly fields. The case of Lu's early students following various masters shows the different attitudes and plans of scholars for confronting changes in their environment. Thus, because individuals' choices of scholarly paradigms and decisions within their political realities varied, these cannot be simplified.