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.

In the early days of the modernization of East Asia, Neo-Confucianism was often held responsible for the purported intellectual, political, and social failings of traditional societies in the nineteenth century. Today, with frequent comparisons between the rapid success at modernization of many of these societies and the slowness of other underdeveloped countries, Neo-Confucianism has come to be seen under a very different light; analysts now point to the common Confucian culture of China, Japan, Korea, and overseas Chinese communities as a driving force in the East Asian peoples' receptivity to new learning, disciplined industriousness, and capacity for both cultural and economic development. Central to this remarkable capacity for development, these essays argue, lies the influence of the great twelfth-century thinker Chu Hsi. He has been considered responsible for providing much of the intellectual mortar that preserved the established order for centuries. However, when viewed in their historical setting, many of Chu's views can be seen as liberal--indeed, progressive. This is the first comprehensive study of Chu as an educator and of the propagation of his teachings throughout East Asia. Covering a wide spectrum of intellectual and social developments, the contributors address the ways in which Neo-Confucian thought and ethics were adapted to changes in Chinese society that anticipate many features and problems of modern society today.

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.

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.

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.

In Alfonso Vagnone’s Tongyou jiaoyu (On the Education of Children, c. 1632) Giulia Falato examines the text’s literary value and its contribution to the introduction of Renaissance pedagogy into late-Ming China. HAKEN!!!

What does the Confucian heritage mean to modern East Asian education today? Is it invalid and outdated, or an irreplaceable cultural resource for an alternative approach to education? And to what extent can we recover the humanistic elements of the Confucian tradition of education for use in world education? Written from a comparative perspective, this book attempts to collectively explore these pivotal questions in search of future directions in education. In East Asian countries like China, Japan, Korea and Taiwan, Confucianism as a philosophy of learning is still deeply embedded in the ways people think of and practice education in their everyday life, even if their official language puts on the Western scientific mode. It discusses how Confucian concepts including rite, rote-learning and conformity to authority can be differently understood for the post-liberal and post-metaphysical culture of education today. The contributors seek to make sense of East Asian experiences of modern education, and to find a way to make Confucian philosophy of education compatible with the Western idea of liberal education. This book was originally published as a special issue of Educational Philosophy and Theory.

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.

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 K–12 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 Confucianism's continuing relevance and its compatibility with the latest research-based pedagogical practices.