Moral Education and the Ethics of Self-Cultivation: Chinese and Western Perspectives (East-West Dialogues in Educational Philosophy and Theory)

"Educational philosophies of self-cultivation as the cultural foundation and philosophical ethos for education have strong and historically effective traditions stretching back to antiquity in the classical cradle civilizations of China and East Asia, India and Pakistan, Greece and Anatolia, focused on the cultural traditions in Confucianism, Taoism, and Buddhism in the East and Hellenistic philosophy in the West. This volume in East-West dialogues in philosophy of education examines both Confucian and Western classical traditions revealing that although each provides its own distinct figure of the virtuous person, they are remarkably similar in their conception and emphasis on moral self-cultivation as a practical answer to how humans become virtuous. The collection also examines self-cultivation in Japanese traditions and also the nature of Michel Foucault's work in relation to ethical and aesthetic ideals of Hellenistic self-cultivation."-- ProQuest Ebook Central resource page, viewed October 18, 2021 Contents Editors and Contributors Pedagogies and Philosophies of Self-cultivation 1 Philosophies of Self-cultivation 2 Chinese Self-cultivation 3 The Contemporary Revival of Virtue Ethics 4 Foucault and the Hellenistic Cultivation of Virtue 5 The Claims of Moral Education References Integrating Chinese with Western Philosophy Self-Cultivation as Moral Education in Chinese Philosophy 1 Introduction 2 Moral Education as Esthetic Development 3 Self-cultivation as Exhibiting Virtuous Excellence (De 德) 4 The Way to Moral Excellence 5 The Self-cultivated Life as Happiness References The Confucian Revival and Self-Cultivation: A Critical Inquiry into the Dújing Movement (讀經運動) and Rules for Youngsters (弟子規) 1 The Confucian Revival and the Educative Project—Dújing 1.1 Rules for Youngsters and Moral Education 1.2 Dújing and Moral Education 2 A Further Inquiry into Jing 3 Conclusion: Rethinking Dújing and Jing in Modern Times References Self-cultivation in Japanese Traditions: Shugyo, Keiko, Yojo, and Shuyo in Dialogue 1 ‘Self-cultivation’ in Dialogue with Foucault’s ‘Care of the Self’ 1.1 Self-cultivation in Japanese Thought: Multiple Terms and Traditions 2 Anatomy of Shugyo 2.1 Heteronomous or Autonomous Constraints 2.2 Social Availability 3 Anatomy of Keiko 3.1 Way(s) (道) 3.2 Learning and Unlearning 3.3 Insight of Kata (型) 3.4 Success (成功) and Consummation (成就) 4 Anatomy of Yojo 4.1 Kaibara Ekken Yojokun (養生訓) 4.2 Yojo and Giri (義理, Social Obligation) 5 Anatomy of Shuyo 5.1 Skills and Result 5.2 Relationship to Society 5.3 Trust in Human Nature 6 Self-cultivation Toward ‘No-Self’ 6.1 Hypothesis for Future Research 6.2 Conclusion: Rethinking the Modern References Confucian Self-cultivation and the Paradox of Moral Education 1 Introduction 2 Confucian Self-cultivation 2.1 Mencius 2.2 Xunzi 2.3 Comparing Mencius and Xunzi 3 The Paradox of Moral Education 4 Mencius, Xunzi and the Paradox of Moral Education 5 Conclusion References A Life Worth Pursuing: Confucian Ritual Propriety (禮) in Self-cultivation 1 Ancient Origin but Abiding Importance of Ritual in CHCs 2 Ritual Propriety 2.1 Ritual’s Two Senses 2.2 RP as a Personal Virtue 2.3 What RP is Not 3 Ten Psychological Functions of Ritual Propriety: The Example of Gift-Giving 4 Affects Associated with RP 4.1 Positive Self-conscious Affects Are Typical in RP 5 Seven General Principles of RP 6 A Life with RP Worth Pursuing References Wang Yang-Ming’s Theory of Aesthetic Experience: Beauty in the Extension of Innate Knowledge and Its Implications for Moral Education 1 Aesthetic Experience in the Extension of Innate Knowledge 1.1 Key Characteristics in the Extension of Innate Knowledge 2 Beauty in the Realms of Recovering Innate Knowledge 2.1 The Consummate Experience 2.2 Beauty in the Three Realms of Moral Development 3 Implications for Promoting Today’s Moral Education References Cultivating an Inclusive Individuality: Critical Reflections on the Idea of Quality Education in Contemporary China 1 Introduction 1.1 Background of Quality Education Reform in China Since the 1990s 1.2 Challenge of Quality Education Reform in China 1.3 Development of an Inclusive Individuality as a Way Forward 2 Philosophical Resources for the Idea of “Inclusive Individuality” 2.1 John Dewey: Genuine Interest as a Sense of the Self 2.2 Liang Shuming: The Inner Power of Self-Enlightenment in the Context of Radical Social Change 2.3 Albert Camus: The Myth of Sisyphus 3 A Conception of an Inclusive Individuality for Quality Education 4 Life Story-Telling as a Practice for the Development of Inclusive Individuality 5 Conclusion References Three Characteristics and Advantages of Confucian Moral Education 1 “The Learning Goal of Being a Sage”: The Pursuit of High Standard Moral Education Goals 2 “The Touch of the Blood and Soul” (Profoundly Cultivating Human Nature in an Aesthetical Way): The Aesthetic-Oriented Moral Education Model 3 “The Unity of Inner Knowledge and Actual Action”: The Self-cultivation Method of Putting Knowledge into Practice Self-Cultivation and the Concept of German Bildung 1 Introduction 2 A History of Bildung 2.1 German Idealism in the Eighteenth Century 2.2 The Nineteenth Century and the Rise of (Neo-)Humanism 2.3 The 20th Century Pending Between Nihilism and Reformation 3 The Different Layers of Bildung 3.1 The Superstrate 3.2 Bildung’s Substrate and the Problems It Has Solved 4 Education’s Attempted Murder of Immortal Bildung References Experience, Growth, Habit, and Community: The Keys to Understanding Self-cultivation in the Works of John Dewey 1 I 2 II 3 III 4 IV References Democratic Self-cultivation 1 Introduction 1.1 Confucian Education for the West 2 Confucian Self-cultivation Education 2.1 Background 2.2 The Ideal of the Junzi 2.3 The Confucian Curriculum 3 Dewey and Democratic Education 3.1 Background 3.2 Dewey’s Ideal Democracy and Democratic Personality 3.3 Dewey’s Curriculum 4 Democratic Self-cultivation 4.1 Study of Democratic Classics 4.2 Democratic Rituals 5 Concluding Comment References Pluralism and the “Happiness” of the Present: On Strangers and the Ideal of Education for Life 1 Prelude 2 The Shadow of the Buddha and the Death of God 3 Teaism and Pluralism in Philosophy or Wabi Sabi and Commercialism 4 Postscript: The Trembling Body References Ways of Performing and Regarding Practices of Silence in Classrooms: Reflections with Wittgenstein and Foucault 1 Introduction 2 Retrieving Lines of Thought 3 Self-criticism: Destruction and Reconstruction 3.1 Four Self-criticisms 3.2 Bridging Silences 4 Conclusion References Foucault, Truth-Telling and Technologies of the Self in Schools 1 Introduction 2 Foucault’s Notion of the Self 3 Truth-Telling and Technologies of the Self 4 Foucault’s Genealogy of Confession as Practices of the Self 5 Conclusion References Subjectivity, Truth and the Historical Ontology of Ourselves: The Hermeneutics of the Self-Foucault’s Lectures at the College de France, 1981–82 1 Introduction: The Subject and Truth 2 Foucault’s Lectures at the College de France, 1982: Twelve Lectures 2.1 An Outline of the Course 3 Foucault’s Course Summary 3.1 The Culture of the Self References Postscript References