The Great Learning

Edited by Hagop Sarkissian (CUNY Graduate Center, Baruch College (CUNY))
Assistant editor: Andrew Lambert (College of Staten Island (CUNY))
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7 found
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  1. A Confucian Perspective on Tertiary Education for the Common Good.Edmond Eh - 2018 - Journal of the Macau Ricci Institute 3:26-34.
    Confucian education is best captured by the programme described in the Great Learning. Education is presented first as the process of self-cultivation for the sake of developing virtuous character. Self-cultivation then allows for virtue to be cultivated in the familial, social and international dimensions. My central thesis is that Confucianism can serve as a universal framework of educating people for the common good in its promotion of personal cultivation for the sake of human progress. On this account the common good (...)
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  2. Confucianism, Curiosity, and Moral Self-Cultivation.Ian James Kidd - 2018 - In Ilhan Inan, Lani Watson, Safiye Yigit & Dennis Whitcomb (eds.), The Moral Psychology of Curiosity. New York: Rowman & Littlefield. pp. 97-116.
    I propose that Confucianism incorporates a latent commitment to the closely related epistemic virtues of curiosity and inquisitiveness. Confucian praise of certain people, practices, and dispositions is only fully intelligible if these are seen as exercises and expressions of epistemic virtues, of which curiosity and inquisitiveness are the obvious candidates. My strategy is to take two core components of Confucian ethical and educational practice and argue that each presupposes a specific virtue. To have and to express a ‘love of learning’ (...)
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  3. Review of Ian Johnston and Wang Ping, trans., Daxue and Zhongyong: Bilingual Edition. [REVIEW]Joseph A. Adler - 2013 - Journal of Song-Yuan Studies 43:349-353.
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  4. Skepticism and the Neo-Confucian Canon: Itō Jinsai’s Philosophical Critique of the Great Learning.John A. Tucker - 2013 - Dao: A Journal of Comparative Philosophy 12 (1):11-39.
    This study examines Itō Jinsai’s 伊藤仁斎 (1627–1705) criticisms of the Great Learning (C: Daxue大學 J: Daigaku). Three primary sources are considered: Jinsai’s Shigi sakumon私擬策問 (Personal Essays, 1668); the Daigaku teihon大學定本 (The Definitive Text of the Great Learning, manuscript 1685); and his essay, “Daigaku wa Kōshi no isho ni arazaru no ben” 大學非孔氏之遺書辨 (The Great Learning is not a Writing Confucius Transmitted, 1705), appended to his Gomō jigi語孟字義. The study suggests that Jinsai’s critical inclinations grew from his acceptance of Zhu Xi’s (...)
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  5. Early confucian principles: The potential theoretic foundation of democracy in modern china.Keqian Xu - 2006 - Asian Philosophy 16 (2):135 – 148.
    The subtle and complex relation between Confucianism and modern democracy has long been a controversial issue, and it is now again becoming a topical issue in the process of political modernization in contemporary China. This paper argues that there are some quite basic early Confucian values and principles that are not only compatible with democracy, but also may become the theoretic foundation of modern democracy in China. Early Confucianism considers 'the people's will' as the direct representative of 'Heaven's will', with (...)
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  6. Review of Daniel K. Gardner, Chu Hsi and the Ta-hsüeh: Neo-Confucian Reflection on the Confucian Canon. [REVIEW]Joseph A. Adler - 1987 - Bulletin of Sung-Yüan Studies 19:35-41.
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  7. The Four Books: Confucian Analects, the Great Learning, the Doctrine of the Mean, and the Works of Mencius.E. H. S. & James Legge - 1966 - Journal of the American Oriental Society 86 (2):263.