Results for 'Teaching Chinese Philosophy'

930 found
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  1. The Challenge of Teaching Chinese Philosophy: Thoughts on Method.Andrew Lambert - 2016 - ASIANetwork Exchange 23 (2):107-23.
    In this essay I offer an alternative perspective on how to organize class material for courses in Chinese philosophy for predominately American students. Instead of selecting topics taken from common themes in Western discourses, I suggest a variety of organizational strategies based on themes from the Chinese texts themselves, such as tradition, ritual, family, and guanxi (關係), which are rooted in the Chinese tradition but flexible enough to organize a broad range of philosophical material.
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  2. Classical Chinese for Everyone: A Guide for Absolute Beginners, by Bryan W. Van Norden. [REVIEW]Mog Stapleton - 2020 - Teaching Philosophy 43 (2):218-221.
    Review of Van Norden's 'Classical Chinese for Everyone' from the perspective of a learner and non-specialist teacher of Chinese Philosophy.
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  3. A Genre Analysis of Chinese Abstracts from SOOCHOW JOURNAL OF PHILOSOPHICAL STUDIES.Jr-Jiun Lian - 2023 - Dissertation, National Chung Cheng University Translated by Lian Jr-Jiun.
    This study aimed to explore the rhetorical moves of article abstracts in Taiwanese Chinese philosophy journals. The most common theory for the discourse analysis of research abstracts is proposed by Hyland(2000). Most of the research abstracts in the field of social sciences and natural sciences are composed of Hyland’s five rhetorical moves: introduction, purpose, method, results, and conclusion. Therefore, the question to be explored in this research is how to compose the rhetorical moves of abstracts of Chinese (...)
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  4. Skill and expertise in three schools of classical Chinese thought.Hagop Sarkissian - 2020 - In Ellen Fridland & Carlotta Pavese (eds.), The Routledge Handbook of Philosophy of Skill and Expertise. New York, NY: Routledge. pp. 40-52.
    The classical Chinese philosophical tradition (ca. 6th to 3rd centuries BCE) contains rich discussion of skill and expertise. Various texts exalt skilled exemplars (whether historical persons or fictional figures) who guide and inspire those seeking virtuosity within a particular dao (guiding teaching or way of life). These texts share a preoccupation with flourishing, or uncovering and articulating the constituents of an exemplary life. Some core features thought requisite to leading such a life included spontaneity, naturalness, and effortless ease. (...)
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  5. Fanaticism and the History of Philosophy.Paul Katsafanas (ed.) - 2023 - London: Rewriting the History of Philosophy.
    Voltaire called fanaticism the "monster that pretends to be the child of religion". Philosophers, politicians, and cultural critics have decried fanaticism and attempted to define the distinctive qualities of the fanatic, whom Winston Churchill described as "someone who can't change his mind and won't change the subject". Yet despite fanaticism's role in the long history of social discord, human conflict, and political violence, it remains a relatively neglected topic in the history of philosophy. In this outstanding inquiry into the (...)
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  6. Asian Worldviews: Religions, Philosophies, Political Theories.Rein Raud - 2021 - Hoboken, NJ, USA: Wiley-Blackwell.
    Recent decades have witnessed a sharp increase of interest in the cultures and regions of South and East Asia, owing in part to the prominent role Asian economies have played in the era of globalization. Asian Worldviews: Religions, Philosophies, Political Theories is a unique, reader-friendly introduction to the intellectual heritage of the region. Assuming no previous background in Asian cultural history, Asian Worldviews moves beyond chronological and geographic boundaries to present an integrated treatment of the beliefs, teachings, and ideologies that (...)
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  7. Does philosophy kill culture?Susan T. Gardner & Jason Chen - 2020 - Journal of Philosophy in Schools 7 (1):4.
    Given that one of the major goals of the practice of Philosophy for Children (P4C) is the development of critical thinking skills (Sharp 1987/2018, pp. 4 6), an urgent question that emerged for one of the authors, who is of Chinese Heritage and a novice practitioner at a P4C summer camp was whether this emphasis on critical thinking might make this practice incompatible with the fabric of Chinese culture. Filial piety (孝), which requires respect for one’s parents, (...)
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  8. Dasan’s Philosophy of Law.Gordon B. Mower - 2023 - Journal of Confucian Philosophy and Culture 39:129-156.
    In general, Confucians have taken a dim view of the law. They have felt warranted in this view by a reading of Confucius’ Analects 2.3 in which the Master apparently disparages law-centered governance. Two great Confucian philosophers, however, Zhu Xi and Jeong Yakyong (widely known by his pen name, Dasan), view the role of law in society differently. Like all Confucians, they teach the cultivation of virtue, but alongside building social harmony through ritual and good character, these two philosophers perceive (...)
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  9. Philosophy for Children in China:: A Late Preliminary Anti-Report.David Kennedy & Walter Kohan - 2002 - Analytic Teaching and Philosophical Praxis 22 (1):37-49.
    At the very least, even though Chinese schools do not look very different from those in the West, China offers an opportunity for Philosophy for Children to question its basis, its methodology, its aims. It seems to be expressing a different cultural voice, and to be disposed to the kind of dialogue we are more used to claiming than practicing. Both Kunming and Shanghai provide, in their own ways, formidable contexts: the deep, strong and disciplined educators of Railway (...)
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  10. Konfuçyüs Öğretisinde Nepotizm Sorunu.İlknur Sertdemir - 2022 - Felsefe Dünyasi 1 (75):364-383.
    The teaching of Confucius, one of the doctrines built Chinese philosophy, is the movement of thought that has penetrated politics, education, manners and customs in East Asia for centuries. Reading the principles that advise wisdom and virtue through classical texts, we can find out normative moral knowledge. This teaching, in which ethical standards guiding human relations are regulative, promotes hierarchy as required by patriarchal and patrimonial regime. Social structure is grounded on discrimination between nobles and commons. (...)
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  11.  46
    Cheng Kardeşlerde Muhtelif Öğrenme Yöntemleri.İlknur Sertdemir - 2024 - Selçuk Üniversitesi Edebiyat Fakültesi Dergisi 51:29-44.
    The normative moral teaching that unifies sageness into virtuousness was organized by Confucius’ 孔子(551-479 BC) to restore order in the chaotic environment of ancient China. Compelling individuals and society to fulfill their duties according to the mandate of heaven and the course of cosmos, this teaching evolved into different methodologies due to the subjective commentaries of later philosophers. With the beginning of the Neo-Confucianism movement in the 8th century AD, which integrated metaphysical forces with ethical acts and deeds, (...)
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  12. Adapting: A Chinese Philosophy of Action.Mercedes Valmisa - 2021 - New York, NY, USA: Oxford University Press.
    Philosophy of action in the context of Classical China is radically different from its counterpart in the contemporary Western philosophical narrative. Classical Chinese philosophers began from the assumption that relations are primary to the constitution of the person, hence acting in the early Chinese context necessarily is interacting and co-acting along with others –human and nonhuman actors. This book is the first monograph dedicated to the exploration and rigorous reconstruction of an extraordinary strategy for efficacious relational action (...)
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  13. 對中國哲學的「漢學挑戰」: 一個從後學科角度出發的回應 (The ‘Sinological Challenge’ to Chinese Philosophy: A Response from a Post-Disciplinary Perspective).Mercedes Valmisa - 2019 - Chinese Philosophy and Culture 中國哲學與文化 1 (16):20-50.
    研究早期中国哲学的学者均普遍认为,缺乏作者和思想学 派的资料,对以哲学为本的研究非常不利。就着这个观点,本文提出异议: 汉学研究所提供的文献、文学、语言、历史的知识,可融贯于早期中国哲学 的研究,并产生良好的影响。蒋韬在 2016 年提出了“汉学挑战”的论述。就此,本文论证,汉学正好 提供一个机会,结合不同的研究方法及角度,从而更有效地处理具体的哲 学议题。我以自己对“命”的研究为例,解释如何以多个文本为基础,梳理 哲学问题,做“没有作者的哲学”,并显示:融贯汉学研究所提供的各种方 法、知识、研究工具,不仅无损哲学研究,更为其注入新气象。我采取了“后学科”的研究角度:受到前学科文化(例如早期中国文 化)的启发,“后学科”的角度在提问时,往往从整体出发,不囿于各个学科 的既定模式和分类;并开辟新路向,容纳创意,追寻意义,以产生可行的新 联系。 Some scholars of early Chinese philosophy see the knowledge provided by Sinology as a challenge to the development of sound philosophical enquiry. What Sinology tells us about the historical context and the textual, material, and intellectual culture of the period is considered detrimental for engaging in philosophical research, reason why these scholars believe that Chinese philosophy must separate itself from Sinology. I argue that (...)
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  14.  45
    Returning to the Root: The Formative Political Career and Intellectual Development of Nie Bao, 1487-1548.George L. Israel - 2024 - The World of the Orient 122 (1):145-172.
    Nie Bao 聶豹 (1487–1563) was a Neo-Confucian philosopher and scholar-official of sixteenthcentury Ming China. In his Ming ru xue an 明儒學案 (Case studies of Ming Confucians), Huang Zongxi 黃宗羲 placed him in the Jiangxi (Jiangyou 江右) group of Wang Yangming followers. Nie Bao met the influential founder of the Ming School of Mind in 1526 and was inspired by his teaching of the innate knowing (liangzhi 良知). However, he differed from other followers in his quietist approach to realizing and (...)
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  15. Oxford Handbook of Chinese Philosophy.Justin Tiwald (ed.) - forthcoming - New York: Oxford University Press.
    The Oxford Handbook of Chinese Philosophy is a collection of essays on important texts and figures in the history of Chinese thought. The essays cover both well-known texts such as the Analects and the Zhuangzi as well as many of the lesser-known thinkers in the classical and post-classical Chinese tradition. Most of the chapters focus on thinkers or texts in one of three important historical movements: Classical ("pre-Qin") Chinese philosophy, Chinese Buddhism, and the (...)
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  16. (3 other versions)Teaching African Philosophy Alongside Western Philosophy: Some Advice about Topics and Texts.Thaddeus Metz - 2016 - South African Journal of Philosophy 35 (4):490-500.
    In this article, I offer concrete suggestions about which topics, texts, positions, arguments and authors from the African philosophical tradition one could usefully put into conversation with ones from the Western, especially the Anglo-American. In particular, I focus on materials that would make for revealing and productive contrasts between the two traditions. My aim is not to argue that one should teach by creating critical dialogue between African and Western philosophers, but rather is to provide strategic advice, supposing that is (...)
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  17. Recognizing "truth" in Chinese philosophy.Lajos Brons - 2016 - Logos and Episteme 7 (3):273-286.
    The debate about truth in Chinese philosophy raises the methodological question How to recognize "truth" in some non-Western tradition of thought? In case of Chinese philosophy it is commonly assumed that the dispute concerns a single question, but a distinction needs to be made between the property of /truth/, the concept of TRUTH, and the word *truth*. The property of /truth/ is what makes something true; the concept of TRUTH is our understanding of /truth/; and *truth*· (...)
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  18. Country Report: The Teaching of Philosophy in Singapore Schools.Steven Burik, Matthew Hammerton & Sovan Patra - 2020 - Journal of Didactics of Philosophy 4 (3):190-193.
    A country report describing the teaching of philosophy in Singapore's primary and secondary schools.
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  19. Book of Changes: Cosmological and Anthropological Metaphors in Chinese Philosophy.İlknur Sertdemir - 2021 - Academicus International Scientific Journal 12 (24):214-225.
    Ancient Chinese history holds a quality which has syncretized traditional thought with its cultural wealth unified of mystical and mythological figures in the background. Such that classical documents, which had begun to be written before Common Era, has directly influenced the political regime, education system and status of society in China. One of the most prominent features of these works is to propound collective knowledge about perception of cosmology, attitudes to earthiness, community standards, policy and morality. Among Five Classics (...)
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  20. 卫礼贤与“道”——《中国哲学导论》中“道”的一词多译之探究 [Richard Wilhelm and "Dao": The Five Translations of "Dao" in Chinese Philosophy: An Introduction].David Bartosch & Bei Peng - 2022 - Guowai Shehui Kexue 国外社会科学 Social Sciences Abroad 354 (6):180-188.
    本文通过对德国著名汉学家、翻译家卫礼贤的最后一部哲学论著《中国哲学导 论》(1929)的翻译和研究,整理归纳了卫礼贤对中国哲学的核心词“道”的五种不同译法, 深入剖析了他如何用“一词多译”的方法,对中国哲学史上不同文本、不同哲学家、不同时代 及不同思想维度中的“道”进行诠释。同时,本文以术语学(Terminologie)为研究方法,聚焦 于卫礼贤用来翻译“道”的几个德语哲学术语,并对这些词汇进行溯源。以此为切入点, 本文 分析了卫礼贤作为对中国哲学与德国哲学均有深刻理解的汉学家,有意识地从跨文化比较哲学 的角度出发,将“道”转换为德国哲学中与之相匹配的哲学概念,并将其介绍给德国思想界的 路径。重新审视卫礼贤对“道”的“一词多译”,在加强当今中外文化互鉴和中文著作外译方面 具有积极且重要的作用。[This contribution is based on the translation and study of the book Chinesische Philosophie: Eine Einführung (Chinese Philosophy: An Introduction, 1929). It is the last philosophy-related work by the famous German sinologist and translator Richard Wilhelm. The article provides a compilation, summary, and in-depth analysis concerning Wilhelm's handling of the translation of "Dao", the "Urwort" (Heidegger) of Chinese philosophy. The study provides insight into how Wilhelm has (...)
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  21. Epistemological Issues in Classical Chinese Philosophy (Review). [REVIEW]Robert Allinson - 1994 - China Review International 1:167-173.
    The stated intent of the volume is "to broaden the exposure of Chinese Studies outside America and Great Britain" (p. vii). In this respect, the book succeeds admirably, as one of its distinctive features is the introduction of German scholarly approaches to an Anglo-American audience. As this fills a lacuna in Chinese studies, this volume is to be welcomed.
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  22. (1 other version)Can There Be a Chinese Philosophy?--A Review of Searle's Philosophy and Chinese Philosophy by Bo Mou 440p(2008).Michael Starks - 2017 - Philosophy, Human Nature and the Collapse of Civilization -- Articles and Reviews 2006-2017 3rd Ed 686p(2017).
    This book is invaluable as a synopsis of some of the work of one the greatest philosophers of recent times. There is much value in analyzing his responses to the basic confusions of philosophy, and in the generally excellent attempts to connect classical Chinese thought to modern philosophy. I take a modern Wittgensteinian view to place it in perspective. -/- Those wishing a comprehensive up to date account of Wittgenstein, Searle and their analysis of behavior from the (...)
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  23. “Xuanxue’s Contributions to Chinese Philosophy,”.James Sellmann - 2020 - In David Chai (ed.), Dao compainon to Xuanxue. pp. 13-32.
    This chapter offers a brief introduction to Xuanxue Wei Jin Dynasty philosophy.
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  24. Justice: A Role-Immersion Game for Teaching Political Philosophy.Noel Martin, Matthew Draper & Andy Lamey - 2020 - Teaching Philosophy 43 (3):281-308.
    We created Justice: The Game, an educational, role-immersion game designed to be used in philosophy courses. We seek to describe Justice in sufficent detail so that it is understandable to readers not already familiar with role-immersion pedagogy. We hope some instructors will be sufficiently interested in using the game. In addition to describing the game we also evaluate it, thereby highlighting the pedagogical potential of role-immersion games designed to teach political philosophy. We analyze the game by drawing on (...)
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  25. Reimagining the Study and Teaching of Philosophy for Our Time.Joseph Kaipayil - 2019 - In Kuruvilla Pandikattu (ed.), With Gratitude and Trust: Serving the Church and Nation. Pune: Papal Seminary. pp. 125-36.
    The importance and relevance of philosophy has come to be recognized more today than ever before in recent history. In many colleges and universities philosophy is now an essential component of interdisciplinary studies. The public interest in philosophy is increasing. UNESCO’s initiatives to promote philosophy are laudable. All these call for reimagining the study and teaching of philosophy for our contemporary time − a task worthwhile for philosophy studies in ecclesiastical institutes as well.
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  26. Country Report: The Teaching of Philosophy in Singapore Schools (Part 2).Daryl Ooi - 2021 - Journal of Didactics of Philosophy 5 (2):108-113.
    This country report provides an update on the status of Pre-University Philosophy education in Singapore.
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  27. Chinese Diaspora as People of Their Own Countries and Chinese Philosophy as World Philosophy.Chenyang Li & Hong Xiao - 2013 - Chinese Studies 漢学研究 2:63-84.
    In this essay, we will follow Tang Junyi’s lead in exploring issues related to Chinese diaspora and Chinese philosophy. While we largely endorse Tang’s call for overseas Chinese to establish themselves in their adopted lands, we will argue for a more nuanced view on the identity of Chinese people outside China: they are not marginalized individuals scattered out of “homeland” China, rather they are people legitimately established in their own respective countries. In this connection, we (...)
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  28. (1 other version)Contemporary legal philosophising: Schmitt, Kelsen, Lukács, Hart, & law and literature, with Marxism's dark legacy in Central Europe (on teaching legal philosophy in appendix).Csaba Varga - 2013 - Budapest: Szent István Társulat.
    Reedition of papers in English spanning from 1986 to 2009 /// Historical background -- An imposed legacy -- Twentieth century contemporaneity -- Appendix: The philosophy of teaching legal philosophy in Hungary /// HISTORICAL BACKGROUND -- PHILOSOPHY OF LAW IN CENTRAL & EASTERN EUROPE: A SKETCH OF HISTORY [1999] 11–21 // PHILOSOPHISING ON LAW IN THE TURMOIL OF COMMUNIST TAKEOVER IN HUNGARY (TWO PORTRAITS, INTERWAR AND POSTWAR: JULIUS MOÓR & ISTVÁN LOSONCZY) [2001–2002] 23–39: Julius Moór 23 / (...)
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  29. (1 other version)On the Possibility to Teach Doing Philosophy.Oleksandr Kulyk - 2017 - Scientific and Theoretical Almanac Grani 12:24-29.
    The purpose of this paper is to clarify and evaluate the possibility of teaching doing philosophy. Using analysis as a main method, I argue that philosophizing, as an activity, has different levels, some of which are connected with specifically philosophical abilities. By analyzing John Rudisill’s minimal conception of “doing philosophy,” I demonstrate that many philosophical practices, such as the interpretation, analysis, and critical assessment of arguments and presuppositions, as well as the application of simple philosophical concepts, do (...)
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  30. Learning from the Pine and the Bamboo: Bashō as a Resource in Teaching Japanese Philosophy.Stephen Leach - 2018 - Netsol 3 (1):1-15.
    In American universities, even Asian Philosophy is still often taught following methods adapted from European universities of the nineteenth century. Whether or not this approach is well-suited to philosophy as it was conceived in that era, it is inadequate if the aim is to develop a deep appreciation of Japanese philosophy. To limit what we consider Japanese philosophy to only what bears a distinct resemblance to academic Western philosophy, and accordingly to approach Japanese philosophy (...)
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  31. Introduction: Levels of perspectives in Kant and chinese philosophy.Stephen R. Palmquist - 2011 - Journal of Chinese Philosophy 38 (4):505-508.
    This short essay introduces a set of articles I compiled for a special issue of the Journal of Chinese Philosophy in 2011. Most of the essays are revised versions of papers originally presented at the "Kant in Asia" international conference on "The Unity of Human Personhood", held in Hong Kong in May of 2009, and subsequently published in the collection entitled Cultivating Personhood: Kant and Asian Philosophy (Berlin: Walter de Gruyter, 2010). After introducing the papers in the (...)
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  32. Course Design to Connect Theory to Real-World Cases: Teaching Political Philosophy in Asia.Sandra Leonie Field - 2019 - Asian Journal of the Scholarship of Teaching and Learning 9 (2):199-211.
    Students often have difficulty connecting theoretical and text-based scholarship to the real world. When teaching in Asia, this disconnection is exacerbated by the European/American focus of many canonical texts, whereas students' own experiences are primarily Asian. However, in my discipline of political philosophy, this problem receives little recognition nor is it comprehensively addressed. In this paper, I propose that the problem must be taken seriously, and I share my own experiences with a novel pedagogical strategy which might offer (...)
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  33. Breaking the Language Barrier: Using Translations for Teaching Introductory Philosophy.Carmen Adel & Joseph Ulatowski - 2017 - American Association of Philosophy Teachers Studies in Pedagogy 3:33-52.
    Some students who possess the same cognitive skill set as their counterparts but who neither speak nor write English fluently have to contend with an unnecessary barrier to academic success. While an administrative top-down approach has been in progress for many years to address this issue, enhancement of student performance begins in the classroom. Thus, we argue that instructors ought to implement a more organic bottom-up approach. If it is possible for instructors to make class content available in other languages, (...)
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  34. Myth, Music, and Science: Teaching the Philosophy of Science through the Use of Non-Scientific Examples.Edward Slowik - 2003 - Science & Education 12 (3):289-302.
    This essay explores the benefits of utilizing non-scientific examples and analogies in teaching philosophy of science courses. These examples can help resolve two basic difficulties faced by most instructors, especially when teaching lower-level courses: first, they can prompt students to take an active interest in the class material, since the examples will involve aspects of the culture well-known, or at least more interesting, to the students; and second, these familiar, less-threatening examples will lessen the students' collective anxieties (...)
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  35. Applying CLIL Techniques to Teach Analytic Philosophy in English.Oleksandr Kulyk - 2017 - In Kulyk Oleksandr (ed.), Education and Science in the Context of Global Transformations. Ohotnik. pp. 182-183.
    I have been lecturing Analytic Philosophy course in English at Oles Honchar Dnipro National University, Ukraine, for three years. Teaching using CLIL (Content and Language Integrated Learning) techniques enables me to do it effectively. All three groups of my master’s-degree students who had learned analytic philosophy by CLIL techniques demonstrated good results of their learning. They not only achieved strong knowledge of analytic philosophy but also sufficiently improved their skills in English writing, speaking, reading, and listening.
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  36. A Novel Exercise for Teaching the Philosophy of Science.Gary Hardcastle & Matthew H. Slater - 2014 - Philosophy of Science 81 (5):1184-1196.
    We describe a simple, flexible exercise that can be implemented in the philosophy of science classroom: students are asked to determine the contents of a closed container without opening it. This exercise has revealed itself as a useful platform from which to examine a wide range of issues in the philosophy of science and may, we suggest, even help us think about improving the public understanding of science.
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  37. Introduction to the Special Theme: Heidegger, Politics, and Chinese Philosophy.Eric S. Nelson - 2019 - Frontiers of Philosophy in China 14 (4):519-522.
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  38. From the Axial Age to the Moral Revolution: John Stuart-Glennie, Karl Jaspers, and a New Understanding of the Idea.Eugene Halton - 2014 - New York, NY, USA: Palgrave Macmillan.
    The revolutionary outbreak in a variety of civilizations centered around 600 B.C.E., a period in which the great world religions as well as philosophy emerged, from Hebrew scriptures and the teachings of Buddha to the works of Greek and Chinese philosophers, has been named the Axial Age by Karl Jaspers. Yet 75 years earlier, in 1873, unknown to Jaspers and still unknown to the world, John Stuart Stuart-Glennie elaborated a fully developed and more nuanced theory of what he (...)
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  39. Teaching Philosophy through Lincoln-Douglas Debate.Jacob Nebel, Ryan W. Davis, Peter van Elswyk & Ben Holguin - 2013 - Teaching Philosophy 36 (3):271-289.
    This paper is about teaching philosophy to high school students through Lincoln-Douglas (LD) debate. LD, also known as “values debate,” includes topics from ethics and political philosophy. Thousands of high school students across the U.S. debate these topics in class, after school, and at weekend tournaments. We argue that LD is a particularly effective tool for teaching philosophy, but also that LD today falls short of its potential. We argue that the problems with LD are (...)
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  40. Teaching and Learning Philosophy in Ontario High Schools.Trevor Norris & Pinto Bialystok, Norris - 2019 - Journal of Curriculum Studies 8.
    Primary objective: This study represents the first large-scale research on high school philosophy in a public education curriculum in North America. Our objective was to identify the impacts of high school philosophy, as well as the challenges of teaching it in its current format in Ontario high schools. Research design: The qualitative research design captured the perspectives of students and teachers with respect to philosophy at the high school level. All data collection was structured around central (...)
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  41. (1 other version)Teaching Firefly: Companion Material. A Class Schedule for a Course on Joss Whedon and Philosophy.James Rocha - 2018 - Journal of Science Fiction and Philosophy 1:1-10.
    Philosophers often rely on their own examples and intuitions, which can be problematic since philosophers are a small group with their own set of biases and limitations. Science fiction can assist with this problem through the provision of examples that are both designed by non-philosophers and intended to be thought-provoking and plausible. In particular, when philosophers teach, we can use science fiction for examples that raise relevant issues in interesting contexts, while also being fully fleshed out. In this paper, I (...)
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  42. TEACHING AIDS AND MODES IN ACADEMIC PHILOSOPHY.Desh Raj Sirswal - 2013 - University News 51 (18):21-23.
    Philosophy is the study of the most general and fundamental problems of human life. The main areas of study in philosophy includes metaphysics, epistemology, logic, ethics and aesthetics etc. there are other several branches of philosophy which characterize different branches of knowledge. Philosophy being a very abstract branch of study, has not much scope of using equipment on a large scale to supplement the normal lecture schedules. However, in some papers/areas there are comparatively better scope to (...)
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  43. 1 Pode haver uma filosofia Chinesa? - revisão de 'Searle's Philosophy and Chinese Philosophy' (Filosofia de Searle e Filosofia Chinesa) - Bo Mou Ed 440p (2008) (revisão revisada 2019).Michael Richard Starks - 2020 - In Entendendo as Conexões entre Ciência, Filosofia, Psicologia, Religião, Política, Economia, História e Literatura - Artigos e Avaliações 2006-2019. Las Vegas, NV USA: Reality Press. pp. 93-123.
    Este livro é inestimável como uma sinopse de algumas das obras de um dos maiores filósofos dos últimos tempos. Há muito valor em analisar suas respostas às confusões básicas da filosofia, e em tentativas geralmente excelentes de conectar o pensamento clássico chinês com a filosofia moderna. Eu tenho uma visão moderna de Wittgensteiniano para colocá-lo em perspectiva. Aqueles que querem uma estrutura completa até o momento para o comportamento humano do ponto de vista moderno de dois sistemas podem consultar meus (...)
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  44. Teaching Philosophy through a Role-Immersion Game.Kathryn E. Joyce, Andy Lamey & Noel Martin - 2018 - Teaching Philosophy 41 (2):175-98.
    A growing body of research suggests that students achieve learning outcomes at higher rates when instructors use active-learning methods rather than standard modes of instruction. To investigate how one such method might be used to teach philosophy, we observed two classes that employed Reacting to the Past, an educational role-immersion game. We chose to investigate Reacting because role-immersion games are considered a particularly effective active-learning strategy. Professors who have used Reacting to teach history, interdisciplinary humanities, and political theory agree (...)
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  45. Pode haver uma filosofia Chinesa? - revisão de 'Searle's Philosophy and Chinese Philosophy' (Filosofia de Searle e Filosofia Chinesa) - Bo Mou Ed 440p (2008) (revisão revisada 2019).Michael Richard Starks - 2020 - In Entendendo as Conexões entre Ciência, Filosofia, Psicologia, Religião, Política, Economia, História e Literatura - Artigos e Avaliações 2006-2019. Las Vegas, NV USA: Reality Press. pp. 93-123.
    Este livro é inestimável como uma sinopse de algumas das obras de um dos maiores filósofos dos últimos tempos. Há muito valor em analisar suas respostas às confusões básicas da filosofia, e em tentativas geralmente excelentes de conectar o pensamento clássico chinês com a filosofia moderna. Eu tenho uma visão moderna de Wittgensteiniano para colocá-lo em perspectiva. Aqueles que querem uma estrutura completa até o momento para o comportamento humano do ponto de vista moderno de dois sistemas podem consultar meus (...)
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  46. Virtue Ethics as Political Philosophy: The Structure of Ethical Theory in Early Chinese Philosophy.Yang Xiao - 2015 - In Lorraine L. Besser & Michael Slote (eds.), The Routledge Companion to Virtue Ethics. New York: Routledge. pp. 471-489.
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  47. Chinese thought, from Confucius to Mao Tsê-tung.Herrlee Glessner Creel - 1953 - [Chicago]: University of Chicago Press.
    "Chinese philosophy before our Christian era is emphasized in this nontechnical summary of Chinese thought. Professor Creel also deals with Confucianism, the ideas of Mo-tsu and Mencius, Taoism, Legalism, and their variations and adaptations. As an introduction for the general reader, this book stands among the best."—_China: A Resource and Curriculum Guide_ "There exists nowhere else such a well-written presentation of the main trends in Chinese thought in so brief a space. The text is not cluttered (...)
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  48. ¿Puede haber una filosofía Chino? -- una revisión de ‘La Filosofía de Searle y la Filosofía Chino’ (Searle’s Philosophy and Chinese Philosophy)--Bo Mou Ed 440p (2008) (revision revisada 2019).Michael Richard Starks - 2020 - In Michael Starks (ed.), Comprender las Conexiones entre Ciencia, Filosofía, Psicología, Religión, Política, Economía, Historia y Literatura - Artículos y reseñas 2006-2019. Las Vegas, NV USA: Reality Press. pp. 105-136.
    Este libro es invaluable como sinopsis de algunos de los trabajos de uno de los más grandes filósofos de los últimos tiempos. Hay mucho valor en el análisis de sus respuestas a las confusiones básicas de la filosofía, y en los intentos generalmente excelentes de conectar el pensamiento chino clásico con la filosofía moderna. Tomo una visión moderna de Wittgensteiniano para colocarla en perspectiva. Aquellos que deseen un marco completo hasta la fecha para el comportamiento humano de la moderna dos (...)
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  49. Paul van Els, The Wenzi: Creativity and Intertextuality in Early Chinese Philosophy[REVIEW]Mercedes Valmisa - 2019 - Monumenta Serica 67:556-560.
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  50. Approaching Cognitive-Behavioral & Existential Therapy through Neo-Confucianism.Joffre D. Meyer - 1984 - Dissertation, Texas a&M
    ABSTRACT Approaching Cognitive-Behavioral and Existential Therapy Through Neo-Confucianism (December 1984). Joffre Denis Meyer, B. A. Texas A&M University Chairman of Graduate Committee: Dr. William R. Nash -/- The thesis is an effort to bring Neo-Confucian insights to modern cognitive- behavioral and existential therapy. The adaptability of Neo-Confucianism is illustrated through the growth-system inherent in its concepts. Frequently, Neo-Confucian sages and modern psychologists used virtually identical statements. Moreover, humanity faces the same basic issues while the particularizations vary. The importance of reason, (...)
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