Social movements often impose nontrivial costs on others against their wills. Civil disobedience is no exception. How can social movements in general, and civil disobedience in particular, be justifiable despite this apparent wrong-making feature? We examine an intuitively plausible account—it is fair that everyone should bear the burdens of tackling injustice. We extend this fairness-based argument for civil disobedience to defend some acts of uncivil disobedience. Focusing on uncivil environmental activism—such as ecotage (sabotage with the aim of protecting the environment)—we (...) argue that some acts of uncivil disobedience can be morally superior to their civil counterparts, when and because such acts target people who are responsible for environmental threats. Indeed, insofar as some acts of uncivil disobedience can more accurately target responsible people, they can better satisfy the demands of fairness compared to their civil counterparts. In some circumstances, our argument may require activists to engage in uncivil disobedienceeven whencivil disobedience is available. (shrink)

Tainted political symbols ought to be confronted, removed, or at least recontextualized. Despite the best efforts to achieve this, however, official actions on tainted symbols often fail to take place. In such cases, I argue that political vandalism—the unauthorized defacement, destruction, or removal of political symbols—may be morally permissible or even obligatory. This is when, and insofar as, political vandalism serves as fitting counter-speech that undermines the authority of tainted symbols in ways that match their publicity, refuses to let them (...) speak in our name, and challenges the derogatory messages expressed through a mechanism I call derogatory pedestalling: the glorification or honoring of certain individuals or ideologies that can only make sense when members of a targeted group are taken to be inferior. (shrink)

A prominent way of justifying civil disobedience is to postulate a pro tanto duty to obey the law and to argue that the considerations that ground this duty sometimes justify forms of civil disobedience. However, this view entails that certain kinds of uncivil disobedience are also justified. Thus, either a) civil disobedience is never justified or b) uncivil disobedience is sometimes justified. Since a) is implausible, we should accept b). I respond to the objection that this ignores the fact that (...) civil disobedience enjoys a special normative status on account of instantiating certain special features: nonviolence, publicity, the acceptance of legal consequences, and conscientiousness. I then show that my view is superior to two rivals: the view that we should expand the notion of civility and that civil disobedience, expansively construed, is uniquely appropriate; and the view that uncivil disobedience is justifiable in but only in unfavorable conditions. (shrink)

Many have argued that certain statues or monuments are objectionable, and thus ought to be removed. Even if their arguments are compelling, a major obstacle is the apparent historical value of those commemorations. Preservation in some form seems to be the best way to respect the value of commemorations as connections to the past or opportunities to learn important historical lessons. Against this, I argue that we have exaggerated the historical value of objectionable commemorations. Sometimes commemorations connect to biased or (...) distorted versions of history, if not mere myths. We can also learn historical lessons through what I call repudiatory honouring: the honouring of certain victims or resistors that can only make sense if the oppressor(s) or target(s) of resistance are deemed unjust, where no part of the original objectionable commemorations is preserved. This type of commemorative practice can even help to overcome some of the obstacles objectionable commemorations pose against properly connecting to the past. (shrink)

Civil disobedience, despite its illegal nature, can sometimes be justified vis-à-vis the duty to obey the law, and, arguably, is thereby not liable to legal punishment. However, adhering to the demands of justice and refraining from punishing justified civil disobedience may lead to a highly problematic theoretical consequence: the debilitation of civil disobedience. This is because, according to the novel analysis I propose, civil disobedience primarily functions as a costly social signal. It is effective by being reliable, reliable by being (...) costly, and costly primarily by being punished. My analysis will highlight a distinctive feature of civil disobedience: civil disobedients leverage the punitive injustice they suffer to amplify their communicative force. This will lead to two paradoxical implications. First, the instability of the moral status of both civil disobedience and its punishment to the extent where the state may be left with no permissible course of action with regard to punishing civil disobedience. Second, by refraining from punishing justified civil disobedience, the state may render uncivil disobedience—illegal political activities that fall short of the standards of civil disobedience—potentially permissible. (shrink)

The term, "objectionable commemorations”, refers to a broad category of public artefacts – such as, and especially, memorials, monuments and statues – that are regarded as morally problematic in virtue of what or whom they honour. In this regard, they are a special class of public artefacts that are subject to public contestation. In this paper, we survey the general ethical and political issues on this topic. First, we categorise the arguments on offer in the literature, concerning the objectionable nature (...) of such commemorations. Second, we review common political responses to objectionable commemorations. Finally, we identify fruitful areas for further philosophical inquiry on this topic. (shrink)

I think Tongdong Bai's Confucian Meritocracy requires a lot of idealisation. Feasibility aside, should we realise the conditions for Confucian Meritocracy to work, we would have created the ideal situation for democracy to function properly. This challenges the purported advantages Confucian Meritocracy enjoys over democracy.

Lachlan Umbers defends democracy against Jason’s Brennan’s competence objection, by showing that voting even incompetently does not violate the rights of others, as the risk imposed is negligible, and furthermore lower than other permissible actions, e.g. driving. I show there are costs in taking this line of argument. Accepting it would make arguing for the duty to vote more difficult in two ways: since voting incompetently is permissible, and not voting imposes less risk than not voting, then not voting is (...) permissible; in terms of fairness, voting incompetently is worse than not voting, if voting incompetently is permissible, then there cannot be a fairness-based duty to vote. (shrink)

Delmas successfully guides us to reconsider the traditional “wisdom” of civil disobedience. She also makes a strong case for expanding the notion of political obligation, which has been narrowly construed as mere obedience, to encompass a duty to resist. Principled disobedience, either civil or uncivil, includes a wide range of tools to tackle different forms of injustice, such as education campaigns, peaceful protests, graffiti street art, whistleblowing, vigilante self-defense, and political riots. We may question to what extent the violent disobedience (...) can be justified, as it is always good to be careful about violence that risks harming the innocent, but other forms of civil or uncivil disobedience may rightly be demanded in realistic circumstances. As I see it, these, along with the general warning to not unwittingly serve the status quo by dismissing social movements merely because of “incivility” and the proposal of the civic virtues of vigilance and open-mindedness, are significant contributions to the literature and could also benefit a politically interested general audience greatly. (shrink)

In the “Qiwulun” 齊物論 chapter of the Zhuangzi, the author recommends a better way of arguing for a conclusion in the debates that are recorded in the books Discourse on Pointing at Things and White Horse Discourse 1:To use an attribute to show that attributes are not attributes is not as good as using a non-attribute to show that attributes are not attributes. To use a horse to show that a horse is not a horse is not as good as (...) using a non-horse to show that a horse is not a horse. Heaven and earth are one attribute; the ten thousand things are one horse.2Later in the same chapter, Zhuangzi gives a lengthy, disparaging speech on discerning the real winner in.. (shrink)

The materials collected in this volume all concern the translations of and receptions to Adam Smith's The Wealth of Nations in ten non-English-speaking countries. The Wealth of Nations provides the perfect basis for studying the international transmission of economic ideas as it is generally considered to be the foundation of modern political economy, and still continues to be read after more than two centuries. Its appeal crosses national, cultural, and ideological boundaries -- countries investigated here range from China to Sweden (...) -- and its enduring popularity is indicated by its status as the most translated economics book in history. Adam Smith Across Nations includes numerous sections which will of invaluable assistance to any Smith researcher. As well as presenting reviews and analysis from each country from the 18th century to the present day, an appendix lists editions of The Wealth of Nations in 18 languages, enabling the reader to understand the speed and number of translations. Most importantly, an introductory overview synthesises current research on the economic ideological context in the individual countries when The Wealth of Nations was introduced, the motives behind its introduction, its immediate reception, and the nature of the objections to Smith's doctrines. Professor Lai concludes that Smith's impact outside English-speaking country was predominantly limited to the realm of ideas: few of his policy recommendations were put into practice. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Philosophical Meditations on Zen BuddhismWhalen LaiPhilosophical Meditations on Zen Buddhism. By Dale S. Wright. Cambridge: Cambridge University Press, 1998. Pp. xv + 227.As "philosophical meditations" on the Zen of Huang Po, Philosophical Meditations on Zen Buddhism by Dale S. Wright is an impressive work. Philosophers will appreciate it, for it well shows how far Zen studies in America have moved ahead since the days of D. T. Suzuki (...) and Alan Watts. Just as Bernard Faure has deconstructed "Suzuki Zen," Dale S. Wright has here de-romanticized John Blofeld's 1959 book on Huang Po, the third "house" in the Hung-chou lineage of Ma-tsu Tao-I, being the successor to Pai-chang and master to Lin-chi.Wright's "post-romantic" reading strives for relevance in contemporary discourse. Each of the chapters takes up a key topic that dovetails into the next and escalates from Textuality, Reading, Understanding, Language, Rhetoric, and History to Freedom, Transcendence, Mind, and Enlightenment. Concerning the first, Textuality, it is shown how Blofeld has taken the records of Huang Po as true and holistic—a view that has been disputed by modern scholarship, which details a complex history of accretion instead. Renouncing the former romance with its single portraiture, Wright accepts the critical approach. Huang Po exists, then, as a series of images projected by the respondent Zen community. Wright then recalls the Buddhist doctrine of "no-self" (in the context of there being no unchanging Huang Po) and notes how a number of masters in that mountain-based lineage were also named Huang Po. In short, whereas Bernard Faure has dissolved the early images of Bodhidharma into a number of literary skandhas (heaps), fragments that do not even add up to a pudgala (fictive whole), Wright finds these socially constructed images to be born out of (Buddhist) "dependent origination" vis-à-vis the Zen community.This leads to the next topic, on how one should read a text. Wary of Blofeld's strong belief, a hermeneutics of faith that is possibly masking modern, subjective bias and projections, Wright sees a need for critical distance while granting the text its own horizon or an "otherness" that engages the reader anew. All ten chapters follow this format of pitting point against counterpoint before ruminating on some lead gleamed from the repertoire of Buddhist doctrines. Some chapters are more subtle than others, but all work to jog the reader into a sudden recognition of some past prejudice while offering a fresh take on the material. The book, though not always easy, nonetheless deserves a close reading by any and all Zen enthusiasts.Wright's choice of target—Blofeld and Huang Po—is somewhat of an unexpected delight. As with Buberism in Hasidic studies, D. T. Suzuki has perpetuated a certain "Suzuki-ism" in the Zen field, but compared with Suzuki or even Watts, Blofeld is never known to be that independent a thinker as to deserve similar attention. An eclectic collector of Eastern esoterica, Blofeld's "romance" with the Orient is not always that reflective; sometimes he just reports what he was told, unvarnished. His "romanticism" is thus often second- or thirdhand. The introduction to his 1959 work is anything but aggressive; he sounds at times all too apologetic. But [End Page 631] precisely because of this, Wright is able to cite Blofeld and use him to get at a more general but pervasive set of European "romantic" assumptions about the Buddhist East and submit that to a coherent and intriguing critique. He also whets our appetite for a good, intellectual biography of Blofeld, which we do not have. We do not really get a good picture of Huang Po either—but then, asking for that might be chalked up to a yearning for "romance" or just wishful thinking. One longs for some middle ground.That is because, unlike Descartes' Meditations, which set forth a singular, modern rationality, Wright's postmodern Meditation cannot help but suggest just one way of dealing with the polysemy of the text. Perhaps some histoire de mentalité in the future can restore some sense of the significance of Huang Po the person and his historic hour. Maybe a different... (shrink)

作為中華文化主幹並深深楔入中華民族生命形態塑造的儒學，在經歷了近代的跌宕起伏後也隨著時代變遷恢復生機回歸社會。中國大陸儒學傳承者們則開始從儒家文化系統與吾土吾民的精神生活、與國家國族建構的內在關係出發 來理解把握其意義，探索其當代功能及實現形式，在問題意識、學術範式和經典譜系等方面都形成了具有自己時代特徵的成果，並引起方方面面的關注。儒家網不僅是對這一成果集中展示的平臺，也是這一文化復興運動的重要參 與者。本書詳細介紹了儒家網在當下儒家復興中所處的位置和所起的作用，意在通過瞭解儒家網的發展歷程，推動傳統文化創造性轉化，促進儒家復興與中華民族復興的同頻共振，以對今後儒學的良性發展起到推動作用。.

Does ‘remembering that p’ entail ‘knowing that p’? The widely-accepted epistemic theory of memory answers affirmatively. This paper purports to reveal the tension between ETM and the prevailing anti-luck epistemology. Central to my argument is the fact that we often ‘vaguely remember’ a fact, of which one plausible interpretation is that our true memory-based beliefs formed in this way could easily have been false. Drawing on prominent theories of misremembering in philosophy of psychology, I will construct cases where the subject (...) vaguely remembers that p while fails to meet the safety condition, which imply either that ETM is false or that safety is unnecessary for knowledge. The conclusion reached in this paper will be a conditional: if veritic epistemic luck is incompatible with knowledge, then ‘remembering that p’ does not entail ‘knowing that p’. (shrink)

本书内容包括美学的研究对象和研究方法,美的产生和发展,美的本质和特征,自然美和山水园林、社会美和人的美等等。.

Relearning and remembering are usually seen as two distinct cognitive processes in contemporary philosophy of memory. In particular, relearning is sometimes regarded as a kind of memory error. This paper aims to address two questions. First, is relearning a kind of memory error? Second, how to draw a distinction (if any) properly between relearning and remembering? My answer to the first question is a conditional ‘yes’—it depends on whether relearning can be falsidical and whether metacognitive monitoring counts as a part (...) of memory process. My answer to the second question appeals to a gradualist account, according to which the distinction between relearning and remembering is not an absolute yes-or-no affair, but a matter of degrees. (shrink)

A potencialidade na filosofia da educação antiga e medieval 1 Resumo: O texto aborda a potencialidade, na filosofia da educação antiga e medieval, como a capacidade de aperfeiçoamento da razão. A noção de paideia conduz essa reflexão, uma vez que perpassa o pensamento educacional desde a antiguidade clássica até a baixa Idade Média. Essa continuidade explicita a tradição da formação integral do homem que considerava os aspectos morais e políticos como uma totalidade indissociável. O encaminhamento teórico segue a concepção de (...) História Social de Braudel (1902-1985), já que o foco é a compreensão da herança teológica e filosófica, que exprime os fundamentos da educação. Para refletir sobre esse legado do conhecimento, três momentos foram estudados: a paideia grega na perspectiva aristotélica e platônica; a patrística, por meio do entendimento de Clemente de Alexandria (150-215 d.C.) e de Agostinho de Hipona (354-430 d.C.); e a escolástica, analisada nas concepções de Hugo de São Vítor (1096-1141) e Tomás de Aquino (1225-1274). Assim, nos autores apresentados, há a permanência da compreensão de que o aperfeiçoamento da razão significava a transformação em ato da potência essencial do homem: a razão. A principal finalidade da educação, portanto, era a formação da consciência de cada pessoa, pois entendia-se que esse era o principal meio para o êxito da vida em comum. Palavras-chave: Filosofia da Educação; Potencialidade; Paideia; Patrística; Escolástica. Potentiality in the philosophy of ancient and medieval education Abstract: The text addresses the potentiality, in the philosophy of ancient and medieval education, as the ability to improve reason. The notion of paideia guides this reflection since it pervades educational thought from classical antiquity to the low Middle Ages. This continuity explains the tradition of the integral formation of man which considered the moral and political aspects as an inseparable totality. The theoretical approach follows Braudel’s conception of Social History since the focus is on understanding the theological and philosophical heritage, which expresses the fundamentals of education. To reflect on this legacy of knowledge, three periods were studied: the Greek paideia in the Aristotelian and Platonic perspective; patristic, through the understanding of Clement of Alexandria and Augustine of Hippo; and scholasticism, analysed in the conceptions of Hugh of Saint Victor and Thomas Aquinas. Thus, there is a continuing understanding in the authors presented that the improvement of reason meant the actualization of man's essential potency: reason. The main purpose of education was the formation of the conscience of each person, as it was understood that this was the main means for the success of life in common. Key words: Philosophy of education; Potentiality; Paideia; Patristic; Scholastic. Potencialidad en la filosofía de la educación antigua y medieval Resumen: El texto aborda la potencialidad en la filosofía de la educación antigua y medieval, como capacidad para mejorar la razón. La noción de paideia orienta esta reflexión ya que impregna el pensamiento educativo desde la antigüedad hasta la baja Edad Media. Esta continuidad explica la tradición de la formación integral del hombre que consideraba los aspectos morales y políticos como una totalidad. El enfoque teórico sigue la concepción de Braudel de Historia Social, ya que el enfoque está en la comprensión de la herencia teológica y filosófica, que expresa los fundamentos de la educación. Por tanto, se estudiaron tres períodos: la paideia griega en la perspectiva aristotélica y platónica; la patrística, a través del entendimiento de Clemente de Alejandría y Agustín de Hipona; y escolasticismo, analizado en las concepciones de Hugo de San Víctor y Tomás de Aquino. Por lo tanto, existe un entendimiento continuo en los autores presentados de que la mejora de la razón significó la actualización de lo potencial del hombre: la razón. El propósito principal de la educación era la formación de la conciencia de cada persona, pues se entendía que este era el principal medio para el éxito de la vida comunitaria. Palabras-clave: Filosofía de la educación; Potencialidad; Paideia; Patrística; Escolástica. Data de registro: 22/04/2021 Data de aceite: 22/09/2021 1 Artigo desenvolvido com base na tese Hábito e subjetividade na educação: aproximações entre Aristóteles, Tomás de Aquino e a neurociência, defendida por Lais Boveto, orientada por Terezinha Oliveira. Pesquisa com bolsa doutorado CAPES. (shrink)

本书分上中下三篇,上篇为基本义理观,中篇为人文协变观,下篇为人文教育观。基本原理要靠“协变”来实现其人文价值取向的现代转换,而人文教育则是一个重要支撑,是成就前二者的根本途径。.

Memory is ordinarily taken to be one of the most fundamental sources of knowledge. However, memory sceptics argue that memory is unable to provide us with knowledge about the past. In the existing literature, there are two most discussed forms of memory sceptical arguments, namely, the argument from memory reliability and the argument from underdetermination. Correspondingly, the two most representative anti-sceptical proposals nowadays attempt to disarm the two sceptical arguments by employing explanationism and disjunctivism respectively. This paper will first illustrate (...) their defects: The explanationist response fails to explain why the common-sense explanation is preferable. Besides, it succumbs to the petitio principii fallacy. The disjunctivist response fails to establish that memorial experiences are factive in paradigmatic cases. After that, a novel solution will be proposed, according to which memory sceptical arguments are self-hollowing, viz, their conclusions deprive their premises of the foundation of plausibility. (shrink)

Drawing on the core values of western civilization, the author refines the counterparts in Chinese civilization, summarized as four core principles: duty before freedom, obedience before rights, community before individual, and harmony before conflict. Focusing on guoxue or Sinology as the basis of his approach, the author provides detailed explanations of traditional Chinese values. Recent scholars have addressed the concept of guoxue since the modern age, sorting through it and piecing it together, which has produced an extremely abundant range of (...) information. However, given that the concepts and theories involved have been left largely unanalyzed, this book develops a theoretical treatment of them in several important respects. First, it analyzes the mindset of guoxue, examining the dominant ideas and values of the era from which the term "guoxue" arose, focusing on its connection to early changes and trends in society and culture, and distinguishing three key phases of development. Past scholars mainly had in mind the range of objects studied in guoxue when defining it, and what this book underscores is the meaning of guoxue as a modern body of research. Secondly, it assesses several phases in the modern evolution of the body of guoxue research from the beginning to the end of the 20th century, id est, ending with the later phase of the National Heritage movement. Third and lastly, the book explores the various main modes of modern guoxue, which correspond step by step with the evolutionary phases of guoxue research. (shrink)

The Zhuangzi offers quite a few stories that centre on performance: a bellstand maker who selects wood to create wonderful bellstands; a ferryman who steers through rough waters; a cicada catcher who uses a stick, as if it were his hand, to catch cicadas; and a wheelmaker who, in using his chisel, feels it in his hand and responds with his heart. What is the role of the stick, for the cicada catcher, and the chisel, for the wheelmaker? What do (...) these masters know? I situate these questions within the intellectual context of the Zhuangzi, highlighting the text’s opposition to prevailing conceptions of a flourishing life. I draw on recent debates in extended mind and cognition to suggest that they offer interesting ways of understanding the knowledgeable practices of these masters. The frameworks and vocabulary of extended mind allow me to bring out how and why the Zhuangzi’s examples of mastery are apt and insightful reasons for rejecting the then current views on good government. The dialogue benefits both Chinese and Western traditions: the examples in the Zhuangzi help to diversify contemporary Western philosophy’s understanding of knowledge. (shrink)

It is proposed here that the Confucian li, norms of appropriate behavior, be understood as part of the dynamic process of moral self-cultivation. Within this framework li are multidimensional, as they have different functions at different stages in the cultivation process. This novel interpretation refocuses the issue regarding the flexibility of li, a topic that is still being debated by scholars. The significance of this proposal is not restricted to a new understanding of li. Key features of the various stages (...) of moral development in Confucian thought are also articulated. This account presents the picture of a Confucian paradigmatic person as critically self-aware and ethically sensitive. (shrink)

By organizing crowds of scientists to independently tackle the same research questions, we can collectively overcome the generalizability crisis. Strategies to draw inferences from a heterogeneous set of research approaches include aggregation, for instance, meta-analyzing the effect sizes obtained by different investigators, and parsing, attempting to identify theoretically meaningful moderators that explain the variability in results.

Para o profissional da informação, é necessário compreender como seus objetos de estudo se interligam, pois esta interligação é parte essencial na construção diária do saber científico. Além disso, é também a base para que estes conhecimentos possam ser aplicados na prática profissional. A interdisciplinaridade é a essência dessa questão, pois permite a união de diversas áreas do saber para que se consiga entender os fatos ocorridos. A Teoria da Complexidade também vem de encontro a essa necessidade de inter-relação entre (...) os objetos, pois prega o estudo dos fenômenos respeitando suas complexidades. Portanto, este estudo visa promover a compreensão da Teoria da Complexidade inserida na prática profissional de bibliotecários e arquivistas, por meio da análise de artigos publicados no âmbito das revistas da área de ciência da informação, disponibilizados pela plataforma BRAPCI nos anos de 2012 a 2022. Pode-se observar que diversos parâmetros da Teoria da Complexidade estão inseridos naturalmente na rotina do profissional da informação, dependendo apenas que se compreenda a que eles se referem. (shrink)

This volume offers arguments from eastern and western philosophical traditions to enrich and diversify our present conceptions of knowledge. The contributors extend contemporary Western epistemology in novel directions, through investigating and questioning entrenched conceptions of knowledge. The cross-tradition engagement with the neurosciences, psychology, and anthropological studies is an important feature of the volumes methodological approach that helps broaden our epistemological horizons. It presents a collection of perspectives on epistemic agency by engaging philosophical traditions east and west, including Japanese, Buddhist, Confucian, (...) Daoist, and Anglo-analytic. (shrink)

该书通过对宋明时代有代表性的二十余位理学思想家的介绍,叙述了宋明理学产生、发展、演变的过程,展示了宋明理学的基本人物、学术派别、概念命题与思想特色等内容。.

本书的内容, 是属于中国哲学思想史上的"道学"与"心学"的考论研究, 故最初拟命名为"道学与心学". 此一主题, 如果用日本学界习用的说法, 也可名为"朱子学与阳明学". 考虑到此种题目的著述所在多有, 故定今名, 以示区别.

The introduction sets out how the chapters in the volume draw on Eastern and Western philosophical traditions to enrich and diversify our present conceptions of knowledge. Three meanings of extension are employed across the volume’s chapters. First, the chapters challenge prevailing conceptions of knowledge in Western epistemology. Second, they propose that to have knowledge is not only to have ideas cogitating in the mind, but also to perceive, feel, act and respond by engaging mind and body in specific environments. Third, (...) the chapters evoke scenarios to challenge Western epistemology’s predominantly theoretically bound conceptions of knowledge. (shrink)

本书既深入浅出地阐释了中国古代儒释道三教的基本义理与思想,又史论结合地提示出其中所蕴涵的伦理价值取向与道德教化功能。.

I argue against mnemic reliabilism, an influential view that successful remembering must be produced by a reliable memory process. Drawing on empirical evidence from psychology and neuroscience, I refute mnemic reliabilism by demonstrating that: (1) patients with memory impairments (e.g., Alzheimer’s disease) can also successfully remember the past despite the unreliability of their corresponding memory processes; (2) some reliability-affecting factors (e.g., stress, divided attention, and insufficient encoding time) can render the memory processes of healthy individuals unreliable without preventing them from (...) occasionally resulting in successful remembering. Potential responses available for mnemic reliabilism are also evaluated. I show that those responses are susceptible to a challenge akin to the generality problem for process reliabilism. (shrink)

This essay focuses on the unity of several virtues in pre-Qin Confucians. Confucius maintains the proper application and coherence of such virtues as benevolence, wisdom, trustworthiness, straightforwardness, courage, and firmness. Further, Confucius takes benevolence and nobility as characteristic of human being. Particular attention is paid to the distinction and relationship between virtuous characters and virtuous actions.

Ben shu ba zhe xue shi yan jiu, bi jiao zhe xue yan jiu, wen hua wen ti yan jiu he wen xian shi liao yan jiu he wei yi ti, dui Wang Yangming zhe xue de nei rong jin xing le quan mian he shen ru de fen xi, bing dui qi zhe xue de nei rong jin xing le quan mian he shen ru de fen xi, bing dui qi zhe xue de bu tong fa zhan jie duan (...) jin xing le xi zhi de kao cha, li tu cheng xian chu Wang Yangming zhe xue de ji ben xing ge he zheng ti mian mao. (shrink)