In 1764, Kant published his Observations on the Feeling of the Beautiful and the Sublime and in 1790 his influential third Critique , the Critique of the Power of Judgment . The latter contains two parts, the 'Critique of the Aesthetic Power of Judgment' and the 'Critique of the Teleological Power of Judgment'. They reveal a new principle, namely the a priori principle of purposiveness ( Zweckmäßigkeit ) of our power of judgment, and thereby offer new a priori grounds for (...) beauty and biology within the framework of Kant's transcendental philosophy. They also unite the previous two Critiques , the Critique of Pure Reason and the Critique of Practical Reason . Besides contributing to general and systematic aspects within his transcendental philosophy, Kant's aesthetics also offers new insights into old problems. It deals with feeling versus experience, subjectivity versus objectivity, disinterested pleasure, aesthetic universality, free and adherent beauty, the sensus communis , genius, aesthetic ideas, beauty as the symbol of morality, beauty of nature versus beauty of art, the sublime, and the supersensible. In this article I will limit myself to this critical aesthetics of Kant. But I will also discuss the ugly and the possibility of beauty in mathematics and see whether Kant's theory can successfully explain or deal with them. I will also compare his theory with philosophical ideas from a very different tradition, namely from Confucius, not only as a challenge to Kant's theory, but also because there is a growing interest from the Chinese side in combining ideas from Confucius and Kant, an interest that might well become influential in both East and West during the 21st century. (shrink)

This article has an overall aim as follows: to develop an alternative understanding to a narrow view of education, and in particular teacher training—preparatory and continuing—in terms of economy, as well as the competencies needed for the teaching profession. It takes the view that such an alternative is or could be found in the ideas put forward by Paul Standish, where poetry, or a more poetic understanding of education, is necessary—particularly in regards to teacher training.

This essay argues that there is a political dimension to Confucius’s idea of ren. This thesis is based on a careful analysis of what may be called the definitional passages in the Analects. The author contends that contrary to what may be called the unqualified egalitarian claim, ren is not applicable to every human being because its political aspect requires some degree of constraint in its application.

Abstract Comparative studies involving early Confucian ethics often appear to assume that it is a unified approach to morality. This essay challenges that assumption by arguing that Confucius had a significantly different conception of ren , commonly viewed as central to Confucian ethics, from that of Mencius. It is generally accepted that ren has two senses: in a narrow sense, it is the virtue of benevolence (or compassion); in a broad sense, it is the all-encompassing ethical ideal. Both senses fail (...) to capture Confucius’ conception of ren , for the narrow sense fits only Mencius’ understanding of ren , while the broad sense lacks emphasis and precision. I propose a third sense of ren , that is, ren as an integral, higher-order virtue with respect as its most salient component. This sense of ren is more in keeping with the textual evidence in the Analects . It played a key role in Confucius’ political-moral thinking and made his doctrine diverge considerably from that of Mencius, who understood ren primarily as compassion. (shrink)

This essay calls attention to an aspect of Confucius's notion of ren that has often been overlooked or even denied in much recent discussion of the topic. While the egalitarian aspect of ren, i.e., the idea that every human being has the potential to become a ren person, is frequently asserted, the leadership dimension of ren has for the most part been given short shrift. I argue that for Confucius, ren is the leadership virtue. This conclusion is mainly based on (...) a careful and systematic analysis of what may be called ?the definitional ren passages? and some ?elucidative ren passages? in the Analects. (shrink)

In this article I uncover, describe, and analyze two native Chinese theories by way of exploring the commentarial tradition through the centuries on two passages from Confucian classics: Mengzi 孟子 4B12 and Analects 論語 11.25. One view I explore is of the child as a cluster of role-specific duties, whereupon debates regard proper behavior for a junior in society; a second conception is of the child as an existential quality to be preserved or rediscovered, or a special stage in life (...) to be honored, whereupon the debates within the commentaries regard effective methods for preserving or rediscovering one’s human nature. In concluding, I compare this latter conception of children with the theories on childhood development articulated by the great 20th-century developmental psychologist Erik Erikson , whose views inform a number of seminal and important studies on children in China. I show how the latter Confucian view and Erikson’s are substantively different and yet can be seen as complementary. (shrink)

This paper introduces the Generalized Argumentation Theory which takes argumentation as a locally rational socio-cultural interaction governed by social norms and carried out through discourse between the members of a socio-cultural community in order to reason things out. Then we bring in the basic structure of generalized argumentation and the localized procedure of Generalized Argumentation Theory for studying the argumentative rules. On the basis of above introduction, we use the localized procedure to analyze a case of political argumentation by reciting (...) poems in ancient China. By doing so, it’s indicated that political argumentation by reciting poems, in essence, takes cultural principle of Li of the Spring and Autumn Period as argumentative rules and uses poems to express ideas, in virtue of which arguments are accepted as locally rational by the politicians at that time. At last, the Little Red Book quotation fight, a similar political activity, is discussed briefly to show the significance that ancient Chinese political argumentation has on contemporary argumentation. (shrink)

Humanism and humanistic education have been recognised as an issue of the utmost importance, whether in the East or in the West. Underpinning the Eastern and Western humanism is a common belief that there is an essence or essences of humanness. In the Confucian tradition, the core of humanity lies in the idea of ‘ren’; in the Platonic tradition, ‘rationality’. For some critics, this belief may lead to violence as much as justice. One way to be aware of the danger (...) is not to follow the line of traditional humanism without question. The strategy that the early Daoists and the contemporary philosopher Derrida use is to challenge, question, rethink, re-examine, and reposition the meaning of self. In this article, I will first argue that the idea of non-I in early Daoism is indeed a ‘question of the self’ as well as a doubt cast upon the ‘junzi’ or sage in Confucian orthodoxy. Then, I explore the concept of human subject in Derrida. The consonance between the Daoist undoing of the self and Derrida's deconstructing subject sheds new light on our understanding of humanistic education. (shrink)

In this paper, I discuss subjective desire and its subtle relationship with moral facts based on a comparative study of the Analects of Confucius and the Lotus Sutra. I pick out two points in this pair of classics in order to examine their ideas about accessing the highest wisdom: (1) the relationship between desire and Confucian ren, humanity, benevolence or virtue in the Analects, and (2) the role of learning and the ontological status of the mind and the world in (...) the Lotus Sutra. Through comparative study, I argue that the Confucian Analects and the Lotus Sutra contain two different versions of desire-based subjectivism (DBS). The difference is that Confucianism is an example of desire-based moral subjectivism (DBS-moral), and the Lotus Sutra demonstrates desire-based ontological subjectivism (DBS-ontological). (shrink)