The cause for the decline of ancient Chinese philosophies and the triumph of Confucian classical learning in the Former Han Dynasty (202 B.C.-A.D. 2) has been laid by traditional historians mainly to the "burning of books and proscription of scholarship" by the First Emperor of Qin in 213 B.C. or the establishment of the Confucian orthodoxy by Emperor Wu (r. 140-87 B.C.). Recently, scholarly efforts have been made to offer a more adequate analysis of this very critical development of Chinese cultural history in some arena beyond this narrow political frame. With an intellectual purview broadened by historicist insights or even post-modernist theorizing, and taking into consideration the complex politico-social and the intellectual-cultural changes of that time, it is possible to substantiate the postulation of a developmental continuum between the "pre-Qin schools of thought" and the "Han orthodoxy of classical learning," both subsumed by a mode of "historical or historicist thinking," reflective of the intellectual and political reality experienced during the turbulent years from the late Warring States (early to mid 3 century B.C.) through the Qin (220-206 B.C.) to the early Han (2 nd and 1stcenturies B.C.).