An overview of Dai's ethics, highlighting some overlooked or misunderstood theses on moral deliberation and motivation.

In a comprehensive survey of contemporary scholarship on Zhang Zai's (1020-1077) development of the notion qi ( 'vital energy') in the context of his critique of the Buddhist, I observe that there is a prevalent imposition of a Western concept, namely, 'substance monism', on his understanding of qi . It is assumed that he posits that 'the myriad things ( wanwu )' and 'the vast emptiness ( taixu )' are simultaneously differentiated and unified in that they are but different manifestations (...) of an undifferentiated singular entity, that is, qi . I argue that such understanding distorts the 'logic' of Zhang Zai's qi that accounts for the simultaneous differentiation and the unity of 'the myriad things' and 'the vast emptiness' in terms of relationally opposed polarities and the dynamic unity amongst them. I also argue that this understanding distorts his practical message that emphasizes the endeavor to create coherence among our differences without recourse to a realm of 'oneness' that transcends our differences. (shrink)

This article will investigate the issue of accessing benxin 本心 (original mind), subsequent operation from Self and, in that process, union with the greater universe or benti 本体 (original substance)—a state expressed in the West as cosmic consciousness. It is proposed that this allows one to participate as a partner in the creative process of one’s own life and the surrounding world. The equally important question of how to gain contact with original mind will also be addressed, as well as (...) the consequences of doing so with regard to the human condition. The concept of original thought is introduced, being important here as it is held to be that thought which is generated in the pure condition of original mind, devoid of influence from finite physical existence. (shrink)

In this article, I attempt to provide a new interpretation of li in the neo-Confucian brothers Cheng Hao and Cheng Yi. I argue that the two brothers' views on li are not as radically different as many scholars have made us to believe; li in both brothers is a de-reified conception, referring not to some entity, including the entity with activity, but to activity, the life-giving activity of the ten thousand things; and this life-giving activity, in terms of its mysterious (...) wonderfulness, is called shen, and thus we have a Confucian theology in the Cheng brothers, very similar to the Christian theology of creativity by Gordon Kaufman. (shrink)

The present article focuses on Zhang Zai’s 張載 attitude toward death and its moral significance. It launches with the unusual link between the opening statement of the Western Inscription 西銘 regarding heaven and earth as parents and the conclusion that serving one’s cosmic parents during life, one is peaceful in death. Through the analogy of human relations with heaven and earth as filial piety (xiao 孝), Zhang Zai sets a framework for an understanding that being filial through life eliminates the (...) fear of death. The article shows that filial piety as a root for morality enables a “sense of immortality,” which is in fact a sense of morality. This moral immortality is elucidated through Zhang Zai’s discussion on vital power (qi 氣) as that which life is made of, which persists through ongoing transformation and enables a moral continuum. This continuum is manifested through filial piety, which transcends the limits between life and death, and thus makes physical death pointless as morality endures. (shrink)

2022 CHOICE Outstanding Academic Title The purpose of this book is to fill a gap in contemporary mystical studies: an overview of the basic ways to approach mystical experiences and mysticism. It discusses the problem of definitions of “mystical experiences” and “mysticism” and advances characterizations of “mystical experiences” in terms of certain altered states of consciousness and “mysticism” in terms of encompassing ways of life centered on such experiences and states. Types of mystical experiences, enlightened states, paths, and doctrines are (...) discussed, as is the relation of mystical experiences and mysticism to religions and cultures. The approaches of constructivism, contextualism, essentialism, and perennialism are presented. Themes in the history of the world’s major mystical traditions are set forth. Approaches to mystical phenomena in sociology, psychology, gender studies, and neuroscience are introduced. Basic philosophical issues related to whether mystical experiences are veridical and mystical claims valid, mystics’ problems of language, art, and morality are laid out. Older and newer comparative approaches in religious studies and in Christian theology are discussed, along with postmodernist objections. The intended audience is undergraduates and the general public interested in the general issues related to mysticism. (shrink)

La actual crisis pedagógica que vive Occidente, constatada por todos aquellos educadores que deben enfrentarse diariamente a unos estándares cada vez más bajos y al consecuente perjuicio en lo que a la autoridad del profesorado se refiere, fue ya profetizada en su momento por Hannah Arendt (“The Crisis in Education”). La educación es uno de los factores más importantes para definir la calidad de vida de un país y, desde esta perspectiva, una crisis educativa es una crisis en todos los (...) ámbitos sociales, económicos y, en última instancia, políticos. El presente artículo intenta exponer cómo la educación y el conocimiento fueron concebidos en la antigüedad a través de dos modelos, Grecia y China, para mostrar así en qué medida los autores clásicos pueden todavía enseñarnos con sentido común a afrontar los problemas metodológicos actuales. Mediante una exposición comparativa, se analizarán las teorías clásicas griegas, así como la epistemología y pedagogía en el confucianismo clásico y tempranomedieval, destacando cómo estos autores confrontaron relativismo, opinión y acumulación vacía de conoci-miento, frente a la búsqueda de la verdad y la selección cuidadosa y científica de saber. En última instancia, destacaremos la necesidad de recuperar nuestra tradición clásica para mantener un nivel educativo adecuado. (shrink)