Zhang Zai’s 張載 “Western Inscription ” and Kant’s “Conclusion” of the Critique of Practical Reason are two profound pieces. As of yet, no comparative study has been made of the two. I argue that a comparative and contrasting study provides us a window into the central and powerful ideas within these two pieces. Section 2 of this article contrasts Zhang Zai’s “Heaven-Earth” with Kant’s starry heavens, his external “wonderland.” Section 3 contrasts Zhang Zai’s teaching of morality by personal commitment and (...) exemplars with Kant’s teaching of morality by a theory based on the moral law within, his inner “wonderland.” Section 4 compares and contrasts Zhang Zai’s human self-realization in the one world of Heaven-Earth with Kant’s human realization in the coming-together of the two “wonderlands.” By stressing some significant differences between Zhang Zai and Kant, I conclude that the view that takes Kant’s coming-together of the two “wonderlands” as a version of the union or interpenetration between the cosmos and the human will need important qualifications. (shrink)

Yi Hwang 李滉 , also known as Yi T’oegye 李退溪, was a prominent Korean scholar of Confucian philosophy during the Chosŏn 朝鮮 dynasty. He reinterpreted the Zhu Xi 朱熹 school of neo-Confucianism, taking reverent seriousness as the core principle of his philosophy. He studied various symptoms observed in the human mind and suggested the notion of reverent seriousness as a primary therapeutic method. His theory of kyŏng proposed the stages of philosophical therapy, which are uniquely found in Eastern philosophy and (...) are clearly distinct from Western theories of philosophical therapy. As the methodology for such a therapy, he examined the study of “not-yet-aroused and already-aroused” while seeking unification with the Way of Heaven. The study of quiet-sitting and reading , which he applied to his therapy, is included in the general category of holistic therapy based on “abiding by kyŏng” , translating into wide-ranging therapeutic effects. (shrink)

This article attempts to explain through the lens of the Five Relationships the meaning of Joseon neo-Confucian view which emphasized relationship development as the aim and contents of education. In neo-Confucianism, education is the task of guiding learners in cultivating and unfolding capabilities in the relationships of everyday life. Within the context of neo-Confucianism, the development of competency in relationships was another expression of the educational goal of actualizing the ‘original nature’ including of the four virtues. Understanding the nature of (...) education to be the embodiment of the original nature, neo-Confucian scholars sought its actual manifestation in everyday life, taking the practice of five particular relationships to be the core method. Encompassing both ‘knowing’ and ‘doing’ while progressing from the Elementary Learning into the Great Learning, neo-Confucian education characteristically takes the Five Relationships as both its foundation and its outcome. Despite the p... (shrink)