Chenyang Li argues, in an article originally published in Hypatia, that the ethics of care and Confucian ethics constitute similar approaches to ethics. The present paper takes issue with this claim. It is more accurate to view Confucian ethics as a kind of virtue ethics, rather than as a kind of care ethics. In the process of criticizing Li's claim, the distinctiveness of care ethics is defended, against attempts to assimilate it to virtue ethics.

This paper studies the relation between modern democracy and Chinese cultural patterns. It introducing the concept of 'Multiple Others' to explain how the classical concept of harmony can help integrating cultural and social differences within a social body, thus allowing social cohesion to integrate diversity. The main classical concepts of ren, li, and yi are analyzed in both Confucianism and Daoism, and compared to the concepts of recognition and dialogue developed by modern political theorists like Ch. Taylor and J. Habermas.

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)

This article explores contrasting interpretations of early Confucian philosophy as they apply to education, focusing primarily on the Analects of Confucius, the Mencius, and the Xunzi 荀子. I first describe a common interpretation of the Confucian worldview, according to which an already perfected way is thought to have been established. This view tends to encourage thinking of education as a process of conveying the True Way and ensuring conformity to the norms that constitute it. I then describe and defend a (...) contrasting Confucian worldview, in which the learner’s initiative, critical engagement, creativity, and personal qualities play a significant role. According to this interpretation, the way is, to some degree, indeterminate and evolving, and thus more open to participatory inquiry as well as influence. Illustrious virtue, which Confucian learning aims at developing, is likewise to some degree indeterminate and legitimately personalized. Although some degree of conformity to established norms is involved, especially in early stages, Confucian education culminates in the cultivation of personal distinction, developing one’s own uniqueness. (shrink)

Xunzi was chronologically the third of the three great Confucian thinkers of China’s classical period, after Confucius and Mencius. Having produced the most comprehensive philosophical system of that period, he occupies a place in the development of Chinese philosophy comparable to that of Aristotle in the Western philosophical tradition. This essay reveals how Xunzi’s understanding of virtue and moral development dovetailed with his positions on ritual propriety, the attunement of names, the relation betweenli (patterns) andlei (categories), and his view ofdao (...) (the way) in general. I have argued for a constructivist understanding of each of these aspects of Xunzi’s philosophy in some detail elsewhere (see Hagen 2000, 2001, 2002, 2003), and so here I will just briefly review a few key points before addressing their relation to moral development. (shrink)

This paper studies one aspect of the great Ming dynasty philosopher Wang Yangming’s (王陽明 1472-1529) celebrated doctrine of the unity of knowledge and action (zhi xing he yi 知行合一). Wang states that his doctrine does not apply to all knowledge, but only to an elevated form of knowledge, which he sometimes calls “genuine knowledge” (zhen zhi 真知). But what is “genuine knowledge”? I develop and compare four different interpretations of this notion: the perceptual, practical, normative and introspective models. The main (...) aim of the paper is to develop these models in more detail than has been done before. But at the end of the paper I argue that the introspective model is to be preferred over the alternatives. (shrink)

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

In Part I, I offer a "constructivist" interpretation of Xunzi's philosophy. On the constructivist view, there is no privileged description of the world. Concepts, categories, and norms as social constructs help us effectively manage our way through the world, rather than reveal or express univocal knowledge of it. ;In the opening chapter, I argue that dao should be understood as open ended and that Xunzi's worldview allows for a plurality of legitimate daos---at least at the theoretical level. Chapter Two discusses (...) the concepts of li and lei and rejects the idea that true categories follow from a "god-like" understanding of rational patterns. Rather, patterns and categories are mutually entailing. That is, categories are not simply based on patterns, but are at the same time a precondition for patterning. Chapter Three addresses the related concept of ming , and the idea of zhengming . Attuning names is not matching them to any transcendent standard, but making them fitting given our nature and circumstances. It is constructing and maintaining a socially responsible language. I also discuss here the complex manner in which early Confucians understood names to be developed and sanctioned. In Chapter Four I discuss ritual theory and argue that Xunzi offers a this-world centered religious sensibility. Far from a matter of slavishly following a code of behaviors set down perfectly by ancient sages, the performance of li requires interpretation in every application. Further, norms associated with li may evolve in response to changing needs and conditions. In the final chapter of Part I, I turn to the issue of virtue and moral development, arguing that there is no fixed set of virtues. ;Part II shifts focus to the contemporary relevance of a constructivist way of thinking by using it to understand the cross-cultural dynamics taking place in international discourse on human rights. In short, interpreting the arguments of contemporary representatives of East-Asian countries through a constructivist lens reveals them to be more compelling than they might otherwise have seemed. (shrink)