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  1.  39
    Is filial piety a virtue? A reading of the Xiao Jing (Classic of Filial Piety) from the perspective of ideology critique.Hektor K. T. Yan - 2017 - Educational Philosophy and Theory 49 (12):1184-1194.
    The recent revival of Confucianism in the PRC raises questions regarding the legitimacy of cultivating Confucian virtues such as ren, li and xiao in an educational context. This article is based on the assumptions that education is an ideologically laden practice and that moral virtues have the potential of functioning to sustain hegemony and other forms of social control. By focusing on the Xiao Jing, a lesser known Confucian classic, it offers the Confucian account of filial piety a charitable reading (...)
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  2. A paradox of virtue: The Daodejing on virtue and moral philosophy.Hektor K. T. Yan - 2009 - Philosophy East and West 59 (2):173-187.
    Based on a reading of chapter 38 of the Daodejing, this article examines the relationship between the virtues and moral motivation. Laozi puts forward a view which might be termed a "paradox of virtue"--the phenomenon that a conscious pursuit of virtue can lead to a diminishing of virtue. It aims to show that Laozi's criticisms on the focus on the virtues and characters of agents, and his overall view on morality, pose challenges to a way of moral thinking that is (...)
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  3.  31
    Learning from the Barbarians? Reflections on Chinese Identity and ‘Race’ in the Educational Context.Hektor K. T. Yan - 2016 - Educational Philosophy and Theory 48 (12):1218-1232.
    This paper takes a reflective look at the notions of identity, ‘race’ and ethnicity using a few ancient and modern Chinese ‘texts’. It begins with an examination of the reforms known as ‘adopting the costume of barbarian/foreign people and practicing mounted archery [hufuqishe]’ carried out by King Wuling 武靈王 in 307 BCE as described in the Zhan Guo Ce 戰國策 and the Shiji 史記 by Sima Qian 司馬遷. Its cultural and educational significance is then discussed in order to show how (...)
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  4.  88
    Bruckner and the third Reich: Philosophical reflections on taste: Yan Bruckner and the third Reich.Hektor K. T. Yan - 2011 - Think 10 (28):89-100.
    Anton Bruckner, the Austrian composer famous for his monumental and sophisticated symphonies, has never been among the most popular composers in the English-speaking world. However, the fact that his works became the favourites of the Nazis before and during WWII has been the subject of an ongoing scholarly debate since the 1990's. Not only did Hitler show personal approval of the symphonist, the National Socialist Party used the orchestral music of Bruckner to accompany a number of important party events. For (...)
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  5.  70
    Is There a Geography of Thought for East‐West Differences? Why or why not?Ho Mun Chan & Hektor K. T. Yan - 2007 - Educational Philosophy and Theory 39 (4):383–403.
    Richard Nisbett's The Geography of Thought is one of several recent works that have highlighted purported differences in thinking patterns between East Asians and Westerners on the basis of empirical research. This has implications for teaching and for other issues such as cultural integration. Based on a framework consisting of three distinct notions of rationality, this paper argues that some of the differences alleged by Nisbett are either not real or exaggerated, and that his geography of thought fails to provide (...)
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  6.  7
    Is There a Geography of Thought for East‐West Differences? Why or Why Not?Ho Mun Chan & Hektor K. T. Yan - 2008 - In Mark Mason (ed.), Critical Thinking and Learning. Oxford, UK: Blackwell. pp. 44–64.
    This chapter contains sections titled: A Naturalistic Account of Human Rationality Geography of Thought: A Tale of Two Versions Nisbett on Logic and Contradiction How Radical are East‐West Differences in Thinking Style? Some Implications for the Education of Critical Thinking Acknowledgements Notes References.
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  7.  17
    "A Rich Conception of the Surface": On Feng Zikai's Paintings to Protect Life.Hektor K. T. Yan - 2019 - Philosophy East and West 69 (2):535-558.
    … the capacity to see depends on having a rich conception of the surface, a rich conception of what it is to be a living thing and therefore how to describe what it does and what it suffers.In 2005, a Guardian news article appeared with the heading "Scientists say lobsters feel no pain."1 It was a report about findings from a group of Norwegian scientists who claimed that there is no evidence to suggest that invertebrates, including crustaceans and insects, feel (...)
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  8. Cosmopolitanism and what it means to be human: Rethinking ancient and modern views on discerning humanity.Hektor K. T. Yan - 2010 - Philosophia 38 (1):107-129.
    This paper takes a conceptual look at cosmopolitanism and the related issue of what it means to be human in order to arrive at an alternative conceptual framework which is free from empiricist assumptions. With reference to a discussion on Homer’s Iliad , the author develops a ‘humanist’ model of discerning humanity. This model is then compared and contrasted with Martha Nussbaum’s version of cosmopolitanism. The notion of ‘aspect-seeing’ discussed by Wittgenstein in the second part of the Philosophical Investigations is (...)
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  9.  32
    Education and philosophy in R. F. Holland’s Against Empiricism: A reassessment.Hektor K. T. Yan - 2017 - Educational Philosophy and Theory 50 (13):1228-1239.
    In his 1980 book Against Empiricism: On Education, Epistemology and Value, British philosopher R. F. Holland exposes the inadequacies of a philosophy of education originating from an empiricist worldview. By following Plato’s view that the issue of what qualifies as knowledge has to be understood with reference to whether it is teachable, Holland’s critique of empiricism highlights the social and communal dimensions of education. The primary objective of this paper is to offer a reassessment of Holland’s thoughts on education and (...)
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  10.  89
    Epicurus, Death and Grammar.Hektor K. T. Yan - 2014 - Philosophia 42 (1):223-242.
    Using the Epicurean position on death as a starting point, this article re-examines the basic assumptions of philosophers regarding their views on whether death should be seen as a bad. It questions the positions of philosophers such as Thomas Nagel and Derek Parfit by applying Wittgenstein’s notion of grammar as developed by G. P. Baker and P. M. S. Hacker. While philosophers may characterize questions such as ‘What is the nature of death?’ and ‘Is death a bad?’ as metaphysical, I (...)
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  11.  16
    Hegemony or philosophy? On the legacy of postmodernism.Hektor K. T. Yan - 2018 - Educational Philosophy and Theory 50 (14):1508-1509.
  12.  40
    On Experimental Philosophy, Morality and Meaning.Hektor K. T. Yan - 2016 - Philosophy 91 (2):233-254.
    The emerging field known as experimental philosophy has expanded into moral philosophy: by presenting experimental subjects with vignettes describing scenarios with moral implications, data about people's moral intuitions are gathered and analyzed. This paper examines the adequacy of applying the common methodology of experimental philosophy to the study of moral thought. By employing Raimond Gaita's notion of moral seriousness and his distinction between form and content, it argues that the kind of empirical research on moral intuitions conducted by experimental philosophers (...)
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  13.  13
    Peter Hacker on forms of representation: A critical evaluation.Hektor K. T. Yan - 2022 - Philosophical Investigations 46 (4):462-479.
    P. M. S. Hacker's tetralogy on human nature (2007–2021) is a recent contribution to philosophical anthropology. In this work, the expression ‘form of representation’ appears at crucial points of discussion. This paper begins with an exposition and analysis of this notion, followed by a look at how it is utilised in the discussion of knowledge, the mind, and other emotive and moral concepts. It then turns to a comparison of ‘forms of representation’ with two important concepts, namely, analogy and metaphor. (...)
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