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What did Heidegger learn and fail to learn from Laozi and Zhuangzi? This book reconstructs Heidegger's philosophy through its engagement with Daoist and Asian philosophy and offers a Daoist transformation of Heidegger on things, nothingness, and freedom. PDF includes the introduction, bibliography, and index. |
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This essay takes issue with two possible stances in comparative and intercultural philosophy. First, there is the idea of ascertaining a method or conditions of possibility before engaging in intercultural comparison. This amounts to contemplating a form prior to any content. Second, there is the idea that a plurality of given philosophical traditions exist that do not have to be held together by a notion of what philosophy is. This is equivalent to asserting a diversity of content without giving it (...) |
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Offers the first focused study of the shifei debates of the Warring States period in ancient China and challenges the imposition of Western conceptual categories onto these debates. In recent decades, a growing concern in studies in Chinese intellectual history is that Chinese classics have been forced into systems of classification prevalent in Western philosophy and thus imperceptibly transformed into examples that echo Western philosophy. Lin Ma and Jaap van Brakel offer a methodology to counter this approach, and illustrate their (...) |
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This article compares the use of Romantic metaphor with the Chinese literary device xiang 象 (which I translate as “thing-metaphor”) in regard to how they embody different metaphysical relations between humans and things. Whereas Romantic metaphor transports a physical thing to the immaterial realm of imagination, xiang is a literary device in which the material qualities of the thing, while creatively interpreted to generate human meaning, retain ontologically a strong physical presence. Xiang therefore epitomizes a theory of creation that challenges (...) |
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This is the editorial to the special edition of Progress in Biophysics and Molecular Biology on the role engagement with Eastern traditions of thought could play in the advancement of science generally and biology and the science of mind in particular. |
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We argue that all general concepts are family resemblance concepts. These include concepts introduced by ostension, such as colour. Concepts of colour and of each of the specific colours are family resemblance concepts because similarities concerning an open-ended range of colour or of appearance features crop up and disappear. After discussing the notion of “same colour” and Wittgenstein's use of the phrase “our colours”, we suggest family resemblance concepts in one tradition can often be extended to family resemblance concepts in (...) |
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In this paper, I shall argue that philosophy proper is a Western cultural practice and cannot refer to traditional Chinese thinking unless in an analogical or metaphorical sense. Likewise, the Chinese idiom ‘Zhongguo zhexue’ has evolved its independent cultural meaning and has no need to be considered as philosophy in the Western academic sense. For the purpose of elucidating the culturally autonomous status of Zhongguo zhexue, as well as the possible counterparts of Western philosophy in other cultures, I contend that (...) |
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This article re-orients Heidegger's analyses of things to cast light on two distinct ways of relating to things, one at the root of technological use and the other crucial to artistic creation. The first way, which we may call instrumental practice, denotes the activity of using something to accomplish some goal or objective. This practice underlies the analysis of use-things [Zeuge] that Heidegger presents in Being and Time. Heidegger's contribution there is twofold: to show how understanding things as zuhanden, there (...) |
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In this article, we trace and elucidate Heidegger’s radical re-thinking on the relation between science and technology from about 1940 until 1976. A range of passages from the Gesamtausgabe seem to articulate a reversal of the primacy of science and technology in claiming that “Science is applied technology.” After delving into Heidegger’s reflection on the being of science and technology and their “coordination,” we show that such a claim is essentially grounded in Heidegger’s idea that “Science and technology are the (...) |
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Resonances between Heidegger's philosophy and Eastern religious traditions have been widely discussed by scholars. The significance of Heidegger's thinking for education has also become increasingly clear over recent years. In this article I argue that an important aspect of Heidegger's work, the relevance of which to education is relatively undeveloped, relates to his desire to overcome Western metaphysics, a project that invites an exploration of his connections with Eastern thought. I argue that Heidegger's desire to deconstruct the West implies the (...) |
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