明末清初，陽明心學遭受反對派抨擊，趨向式微。而從清前期至 中期，一則清廷基於政治考量獎崇朱子學，二則居思想界主流勢力的 朱派學者持續撻伐王學，王學處境益為不利。到了乾嘉之際，考據學 盛行，王學僅能在夾縫中生存。不過，在王學困窘背景下的嘉道咸時 期，宗稷辰仍對陽明心學嚮而往之，吸取並應用其良知說。宗氏尊崇 王陽明，稱陽明「極高明」；他歷主各書院，教學生使「各悟良知」， 體現出「昌越學」之姿。宗氏的教育觀，在教育目的上，主張復明心 體、覺世覺民；在教育內容上，兼重陽明心學、傳統儒家經典義理等 人文課程及治事實用課程；在教學原理上，提出典範引導、研幾練心、 勤課樂學、返驗吾身、情境薰習、行禮涵化等六種原理；在師道常則 上，揭舉把師弟看成一身、戒學生前先責己、教學宜勤不可怠、肫肫 於表率風俗等四項頗為務實的師道倫理。

Zong Jichen, a devoted follower of Wang Yangming, acted as the principal of different academies. His education concept can be viewed from four aspects as follows: (1) the clarification of mind and body, and understanding of the world and citizens as educational purposes, (2) the humanities curricula such as Wang Yangming’s Mind Learning and traditional Confucian doctrines, as well as the practical curricula, (3) six didactic principles: giving guidance by being good models, investigating the reasons and mind practice, hardworking in studying and joyful in learning, self examination, influencing society and learning from it, and being polite and acculturating. For teaching skills, Zong suggested four practical teaching rules: treating new teacher as oneself, blaming oneself before warning students, hardworking in teaching, and always being an exemplary model.