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  1. Zhuang Zi and the Education of the Emotions.Jeffrey Morgan - 2018 - Comparative Philosophy 9 (1).
    This paper examines and defends a conception of the education of emotions found in the Zhuang-Zi. I begin by exploring four principal features of Zhuang Zi’s philosophy as it relates to the emotions: his epistemological perspectivism, his view of the self, his ethics of wandering and natural spontaneity, and his playful non-seriousness. Together these four features allow us to discern a general orientation to the education of the emotions, including a normative account of a good emotional life as well some (...)
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  • The Cadence of Nature for Educating: Uncovering a Path to Knowing in a Comparative Study of Daoism and Lost Gospels.Wilma J. Maki - 2019 - Educational Philosophy and Theory 51 (12):1216-1226.
    This article compares the two worldviews of Daoism and selected lost gospels, and considers the pedagogical implications. It explores their core concepts and how each applies these concepts...
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  • Dewey’s Link with Daoism: Ideals of Nature, Cultivation Practices, and Applications in Lessons.Wilma J. Maki - 2016 - Educational Philosophy and Theory 48 (2):150-164.
    This article explores the pedagogical implications of John Dewey’s claim that his definition of experience is shared by Daoists. It compares characteristics of experience with those in Daoism, and then considers the similarities and differences between key cultivation practices each proposes, focusing on the roles of the teacher and sage. My main reference to Daoism is the translation of the Daodejing by Roger Ames and David Hall, who use Dewey’s conception of experience to explain the character of Daoism. There are (...)
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  • The Live Creature and The Crooked Tree: Thinking Nature in Dewey and Zhuangzi.Christopher C. Kirby - 2016 - Philosophica 47:61-76.
    This paper will compare the concept of nature as it appears in the philosophies of the American pragmatist John Dewey and the Chinese text known as the Zhuangzi, with an aim towards mapping out a heuristic program which might be used to correct various interpretive difficulties in reading each figure. I shall argue that Dewey and Zhuangzi both held more complex and comprehensive philosophies of nature than for which either is typically credited. Such a view of nature turns on the (...)
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