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Neo-Confucian Education by Wm. Theodore de Bary,John W. Chaffee Pdf
This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1989.
"Where does Neo-Confucianism—a movement that from the twelfth to the seventeenth centuries profoundly influenced the way people understood the world and responded to it—fit into our story of China’s history? This interpretive, at times polemical, inquiry into the Neo-Confucian engagement with the literati as the social and political elite, local society, and the imperial state during the Song, Yuan, and Ming dynasties is also a reflection on the role of the middle period in China’s history. The book argues that as Neo-Confucians put their philosophy of learning into practice in local society, they justified a new social ideal in which society at the local level was led by the literati with state recognition and support. The later imperial order, in which the state accepted local elite leadership as necessary to its own existence, survived even after Neo-Confucianism lost its hold on the center of intellectual culture in the seventeenth century but continued as the foundation of local education. It is the contention of this book that Neo-Confucianism made that order possible."
Tokugawa Confucian Education by Marleen Kassel Pdf
Presents the philosophy and values of Hirose Tanso, a scholar, educator, and poet whose well-articulated educational program was partly responsible for the relative ease with which Japan emerged from hundreds of years of self-imposed isolation and became a powerful modern nation.
Author : Barry C. Keenan Publisher : University of Hawaii Press Page : 169 pages File Size : 52,9 Mb Release : 2011-05-02 Category : Religion ISBN : 9780824860233
Neo-Confucian Self-Cultivation by Barry C. Keenan Pdf
Approximately fifteen hundred years after Confucius, his ideas reasserted themselves in the formulation of a sophisticated program of personal self-cultivation. Neo-Confucians argued that humans are endowed with empathy and goodness at birth, an assumption now confirmed by evolutionary biologists. By following the Great Learning—eight steps in the process of personal development—Neo-Confucians showed how this innate endowment could provide the foundation for living morally. Neo-Confucian students did not follow a single manual elaborating each step of the Great Learning; instead they were exposed to age-appropriate texts, commentaries, and anthologies of Neo-Confucian thinkers, which gradually made clear the sequential process of personal development and its connection to social order. Neo-Confucian Self-Cultivation opens up in accessible prose the content of the eight-step process for today’s reader as it examines the source of mainstream Neo-Confucian self-cultivation and its major crosscurrents from 1000 to 1900.
Confucianism Reconsidered by Xiufeng Liu,Wen Ma Pdf
Explores the rich potential of Confucianism in American and Chinese classrooms of the twenty-first century. This is one of the first books to explicitly address twenty-first-century education from a Confucian perspective. The contributors focus on why Confucianism is relevant to both American and Chinese education, how Confucian pedagogical principles can be applied to diverse sociocultural settings, and what the social and moral functions of a Confucianism-based education are. Prominent scholars explore a wide-range of research areas and methods, such as K12 and college teaching; conceptual comparisons; case studies; and discourse analysis, that reflect the depth and breadth of Confucian ideas, and the divergent contexts in which Confucian principles and practices may be applied. This book not only enriches the research literature on Confucianism from an interdisciplinary perspective, but also offers fresh insights into Confucianisms continuing relevance and its compatibility with the latest research-based pedagogical practices.
In this book, Xin Conan-Wu presents a radically revisionist argument on Zhu Xi’s (1130–1200) Neo-Confucian philosophy of education. Via analyses of unfamiliar landscapes and the poems of the White-Deer Grotto Academy, Yuelu Academy, and Wuyi Retreat, Conan-Wu argues that when praxis speaks for orthodoxy, the eclipsed pedagogue casts a liberal light on the enshrined philosopher. Neo-Confucian senses of the gaze and place engendered Zhu Xi’s natural pedagogy and mapped the environment of his academies. This book cross-examines the textual traces and their innate vision, the physical sites and their transhistorical milieux, the Eight Views and Nine Bends and their afterlives in China and Korea. It unfurls an academy education, mutually reinforced by classical learning and self-cultivation, and sustained by a lure of the Supreme Joy of Confucian sagehood.
Students and teachers of Chinese history and philosophy will not want to miss Daniel Gardner's accessible translation of the teachings of Chu Hsi (1130-1200)—a luminary of the Confucian tradition who dominated Chinese intellectual life for centuries. Homing in on a primary concern of our own time, Gardner focuses on Chu Hsi's passionate interest in education and its importance to individual development. For hundreds of years, every literate person in China was familiar with Chu Hsi's teachings. They informed the curricula of private academies and public schools and became the basis of the state's prestigious civil service examinations. Nor was Chu's influence limited to China. In Korea and Japan as well, his teachings defined the terms of scholarly debate and served as the foundation for state ideology. Chu Hsi was convinced that through education anyone could learn to be fully moral and thus travel the road to sagehood. Throughout his life, he struggled with the philosophical questions underlying education: What should people learn? How should they go about learning? What enables them to learn? What are the aims and the effects of learning? Part One of Learning to Be a Sage examines Chu Hsi's views on learning and how he arrived at them. Part Two presents a translation of the chapters devoted to learning in the Conversations of Master Chu.
Neo-Confucian Education by Wm. Theodore de Bary Pdf
This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1989.
Angle's book is both an exposition of Neo-Confucian philosophy and a sustained dialogue with many leading Western thinkers, especially with those philosophers leading the current renewal of interest in virtue ethics. He argues for a new stage in the development of contemporary Confucian philosophy.
Neo-Confucian Orthodoxy and the Learning of the Mind-and-Heart by Wm. Theodore De Bary Pdf
A major addition to our understanding of the development of Neo-Confucianism--its complexity, diversity, richness, and depth as a major component of the moral and spiritual fiber of the peoples of East Asia.
Yi Hwang (1501-1570), better known by his pen name T'oegye, is generally considered Korea's preeminent Neo-Confucian scholar. The Ten Diagrams on Sage Learning is his final masterpiece, a distillation of the learning and practice of a lifetime, and one of the most important works of Korean Neo-Confucianism. In it he crystallized the essence of Neo-Confucian philosophy and spiritual practice in ten brief chapters that begin with the grand vision of the universe and conclude with a description of a well-lived day. In To Become a Sage, Michael Kalton supplements a superb translation of this pivotal text with useful commentary that will greatly enhance its value and interest to the lay reader. The Ten Diagrams is the first complete primary text of Korean Neo-Confucianism to be translated into English. Korea's Yi Dynasty (1392-1910), the only East Asian regime founded exclusively under Neo-Confucian auspices, was unique in its allegiance to the orthodox Ch'eng Chu school, predominant in China, Korea, and Japan. Although the Ten Diagrams is a relatively short work, it fully presents the entire vision of Neo-Confucianism as framed in that school. Kalton provides a brief history of Neo-Confucianism in China and Korea as well as commentary that includes extensive passages from T'oegye's voluminous personal correspondence. These annotations expand the meaning distilled in each chapter. They help the uninitiated reader understand the basic elements of the complex Ch'eng Chu school of Neo-Confucianism, while enabling the scholar to distinguish characteristic aspects of Korean Neo-Confucianism as presented in the thought of the nation's leading philosopher of the time.
Confucian Perspectives on Learning and Self-Transformation by Roland Reichenbach,Duck-Joo Kwak Pdf
This book bridges the regions of East Asia and the West by offering a detailed and critical inquiry of educational concepts of the East Asian tradition. It provides educational thinkers and practitioners with alternative resources and perspectives for their educational thinking, to enrich their educational languages and to promote the recognition of educational thoughts from different cultures and traditions across a global world. The key notions of Confucian and Neo-Confucian philosophy directly concern the ideals, processes and challenges of learning, education and self-transformation, which can be seen as the western equivalences of liberal education, including the German concept of Bildung. All the topics in the book are of fundamental interest across diverse cultures, giving a voice to a set of long-lasting and yet differentiated cultural traditions of learning and education, and thereby creating a common space for critical philosophical reflection of one's own educational tradition and practice. The book is especially timely, given that the vocabularies in educational discourse today have been dominantly “West centred” for a long time, even while the whole world has become more and more diverse across races, religions and cultures. It offers a great opportunity to philosophers of education for their cross-cultural understanding and self-understanding of educational ideas and practices on both personal and institutional levels.
Where does Neo-Confucianismâe"a movement that from the twelfth to the seventeenth centuries profoundly influenced the way people understood the world and responded to itâe"fit into our story of Chinaâe(tm)s history? This interpretive, at times polemical, inquiry into the Neo-Confucian engagement with the literati as the social and political elite, local society, and the imperial state during the Song, Yuan, and Ming dynasties is also a reflection on the role of the middle period in Chinaâe(tm)s history. The book argues that as Neo-Confucians put their philosophy of learning into practice in local society, they justified a new social ideal in which society at the local level was led by the literati with state recognition and support. The later imperial order, in which the state accepted local elite leadership as necessary to its own existence, survived even after Neo-Confucianism lost its hold on the center of intellectual culture in the seventeenth century but continued as the foundation of local education. It is the contention of this book that Neo-Confucianism made that order possible.
