Teaching Philosophy 40 (3):323-340 (2017)

Tim Connolly
East Stroudsburg State University
A number of recent scholarly works in Chinese philosophy approach Chinese texts and thinkers by incorporating them into longstanding issues and debates in the Western philosophical tradition. While the merits of this approach have received much discussion among those working in Chinese philosophy, it also has the potential to reach those outside the field whose research or teaching focuses on the debates and issues. In this article we look at the issue of using Chinese philosophy in courses on contemporary philosophical topics for non-specialists. We give the justification for this pedagogical approach, put forth a “syllabus” of preparatory readings, and finally, discuss its limitations and possibilities.
Keywords Teaching Philosophy
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ISBN(s) 0145-5788
DOI 10.5840/teachphil2017101874
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