David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Frontiers of Philosophy in China 5 (2):237-254 (2010)
Under the influence of Western learning, there was a revival in the study of “traditional Chinese learning.” It moved from the “center” to the “edge” after its ideological sanctity was eliminated in modern times. Traditional Chinese learning is still a vital force, however. Traditional Chinese culture emphasizes the productive and social “relationships” and the harmonious “whole,” as well as the Chinese efforts to control their own fate. Traditional Chinese learning revolves around the idea of “human beings,” a vivid manifestation of which is the idea of “benevolence” in Confucianism. If China’s modernization is no more than the transformation and transcendence of the nation under the influence of external forces, traditional Chinese learning would be able—through its inheritance and development of benevolence—to become an important philosophical source for Chinese people. But this can only occur through sufficient awareness of culture and learning.
|Keywords||traditional Chinese learning Confucianism destiny worry and delight for the sake of the whole country self-consciousness|
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