Abstract

Many of the chapters in this volume present focused examinations of methodology for and in Chinese philosophical traditions. They explore questions of how classical Chinese philosophers understood their practices, how different philosophical methodologies impact current study of and engagement with Chinese philosophical traditions, and what methodological innovations might be on the horizon. Many of the authors in this volume point out the ways in which ambient assumptions color our research, and the ways in which engagement across traditions can highlight previously hidden assumptions. In this chapter, instead of focusing on methodology in terms of research, I take methodology as the starting point for considering pedagogical assumptions about Chinese philosophy. Specifically, I argue that how Chinese philosophy was understood and when practiced in its own context, it is not only relevant to but can serve as a meaningful resource for teaching Chinese philosophy.