Confucius, Mencius, and Xunzi regard the human as an emotional being and especially consider such moral feelings as humane love, filial piety and devoted loyalty to be the constituent elements of humanity. On the one hand, they try to integrate the corresponding multiple roles of the humane person, filial son and loyal subject in harmony in order to make one become a true human in the ethical sense; on the other hand, they assign a supreme position merely to filial piety (...) or loyalty in cases of conflict because they regard one's parents or ruler as the greatest root of one's life, respectively. As a result, their ideas about humanity fall into some in-depth moral paradoxes, which might be resolved by a post-Confucian transformation of the traditional Confucian framework from particularistic consanguinism to universalistic humanism. (shrink)

Broadly speaking, language is part of a social activity in both Wittgenstein and Xunzi 荀子, and for both clarification of language is central to their philosophical projects; the goal of this article is to explore the extent of resonance and discord that may be found when comparing these two philosophers. While for Xunzi, the rectification of names (zhengming 正名) is anchored in a regard for establishing, propagating, and/or restoring a harmonious social system, perspicuity is for Wittgenstein represented as a philosophical (...) end in itself. The article ventures study in particular the themes of perspicuity and aspect-perception in Wittgenstein together with the topics of correcting names and the cultivation of the heart-mind (xin 心) in the Xunzi. The aspiration of this project is to gain an overview of the role(s) of clarification projects in different philosophical traditions, all while not overlooking the different historical contexts and philosophical ends of these two philosophers. (shrink)

In the early 2000s, some scholars suggested integrative ethical education as an approach to reconcile the gap between cognitive-development education, based on rule ethics, and traditional character-ethics education, inspired by character ethics in Western ethical education. Darcia Narvaez also tried to establish a comprehensive and systematic model. Nonetheless, she has indicated four questions that need further research. This paper aims to respond to Narvaez’s project and its questions from the angle of Xunzi’s ritual education. It argues that Xunzi’s thought may (...) provide some insights for Narvaez’s approach. To present this, it begins its discussion with an introduction of the main ideas of Xunzi’s thought. Later, it tries to show the insights from certain notions and elements, such as Junzi, reasoned judgment, of Xunzi’s ritual education for Narvaez’s project of integrative ethical education. Some relevant questions are also discussed. (shrink)

In contrast to the traditional and ordinary interpretation of Xunzi’s theory of human nature, which considers Xunzi’s theory as claiming that human nature is bad or evil, this article aims at, first, arguing that the interpretation is wrong or at least incomplete and, second, constructing a new interpretation that, according to Xunzi’s text, there are some factors in human nature that are able to promote good behaviors. I shall demonstrate that some major paragraphs in Xunzi’s text were misinterpreted and misarranged, (...) analyze that the word wei in the chapter of “Zhengming” has two different but related senses, one of which designates some of the potential capacities of human nature, and argue that the 23 words in the chapter of “Rongru” should not be deleted as redundant, as was done by the two famous philologists in Qing dynasdy, Wang Niansun and Wang Xianqian. (shrink)