Neo-confucian Education: The Formative Stage

Գրքի շապիկի երեսը
University of California Press, 01 հնվ, 1989 թ. - 593 էջ
In the early days of the modernization of East Asia, Neo-Confucianism was often held responsible for the purported intellectual, political, and social failings of traditional societies in the nineteenth century. Today, with frequent comparisons between the rapid success at modernization of many of these societies and the slowness of other underdeveloped countries, Neo-Confucianism has come to be seen under a very different light; analysts now point to the common Confucian culture of China, Japan, Korea, and overseas Chinese communities as a driving force in the East Asian peoples' receptivity to new learning, disciplined industriousness, and capacity for both cultural and economic development.

Central to this remarkable capacity for development, these essays argue, lies the influence of the great twelfth-century thinker Chu Hsi. He has been considered responsible for providing much of the intellectual mortar that preserved the established order for centuries. However, when viewed in their historical setting, many of Chu's views can be seen as liberal--indeed, progressive.

This is the first comprehensive study of Chu as an educator and of the propagation of his teachings throughout East Asia. Covering a wide spectrum of intellectual and social developments, the contributors address the ways in which Neo-Confucian thought and ethics were adapted to changes in Chinese society that anticipate many features and problems of modern society today.
 

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Introduction
1
EDUCATION
19
Ideals and Procedures
57
Sung Schools and Education Before Chu
105
A Background Understanding
139
Chu Hsis Redefinition of Literati Learning
151
Chu Hsis Aims as an Educator
186
Chu Hsis Elementary Learning Hsiaohsiieh
219
Education of Children in the Sung
307
Chu Hsi and Womens Education
325
The Community Compact Hsiangyiieh of the Sung and Its Educational
371
Chu Hsi and the Academies
389
Taohsueh and the Politics of Education
414
Lu Chiuyuan Academies and the Problem of the Local Community
432
Scholars Schools
457
Professional Learning in Sung China
493

Chu Hsi and Public Instruction
252
Sung Period
277

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Հեղինակի մասին (1989)

William Theodore de Bary is John Mitchell Mason Professor at Columbia University. John W. Chaffee is Associate Professor of History at the State University of New York, Binghamton.

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