For scholars, practitioners, and legislators concerned about sexual minority adolescents, one of the main goals is to create more positive and inclusive learning environments for this minority group. Numerous factors, such as repeated patterns of homophobic bullying by classmates and others in school, have been a significant barrier to achieving this goal. In addition, lesbian, gay, bisexual, transgender, and queer adolescents encounter substantial inequality across a broad spectrum of wellbeing and education consequences. Compared with their heterosexual counterparts, LGBTQ adolescents experience (...) more anxiety, depression, suicidal thoughts, antisocial behavior, poorer academic performance, less school attachment and protection, and a weaker desire to finish their studies. Such discrepancies based on gender and sexuality were linked to more maltreatment encountered by LGBTQ adolescents. It is crucial to recognize the backgrounds and expectations of LGBTQ adolescents to offer them the best resources. To overcome the inequality and obstacles faced by these LGBTQ adolescents, it is essential to examine tools and techniques that can be utilized. This study examined the literature that explains why society fails to provide enough support to LGBTQ students. Specifically, mechanisms explaining how LGBTQ adolescents interact with others in the learning environment and how such discrepancies arise will be examined. Following that, violence and prejudice, which are fundamental causes of psychological problems among LGBTQ adolescents, will be explored. This review paper thus provides supportive strategies for schools to develop more inclusive learning environments for LGBTQ adolescents. (shrink)

This Source Book is devoted to the purpose of providing such a basis for genuine understanding of Chinese thought (and thereby of Chinese life and culture, ...

Arranged chronologically in order of the four main periods: Ancient, Middle, Modern, and Contemporary.

This chapter sheds new light on the interaction between Chinese Buddhism and Confucianism by exploring and comparing the thoughts of the ninth century Huayan-Chan Buddhist Zongmi 宗密 and the twentieth century Neo-Confucian Mou Zongsan 牟宗三. It reveals the structural parallel between their opposing theories: both hold a doctrine of true mind as the central component, and both are influenced by the tathāgatagarbha 如來藏 doctrine of The Awakening of Faith. The former uses them to synthesize Huayan and Chan Buddhist (...) soteriology; the latter assimilates them into his framework of Neo-Confucian moral metaphysics. Seen as a response to Zongmi’s criticism of Confucian metaphysics in general, and the shortcomings of the mandate of heaven and the lack of causal theory in particular, Mou stresses the universality of the Confucian Dao, which is supported by the Song Neo-Confucian Zhu Xi’s unified ontological principle. Rather than appealing to the mandate of heaven, Mou makes clear in following Wang Yangming that the Confucian Dao can be manifested by the sage through his infinite intellectual mind, which is immanent in every human being, so as to solve the problem of the highest good without postulating a transcendent god nor appealing to the karmic causality. Mou’s response, supplemented by other Neo-Confucian theories such as Xiong Shili’s and Tang Junyi’s, is a prominent example of how Confucian tradition meets the challenge of Chinese Buddhism while absorbing Buddhist influence. However, the author also points out that Mou’s Neo-Confucian philosophy provides a possibility of defending Chinese Buddhism in face of the critique raised by Critical Buddhism. (shrink)

In the fifth year of the reign of Shaoxi [in the Song dynasty]—in other words, in the year 1194 A.D.—Zhu Xi was returning to his home province after he had been relieved of his position at court as daizhi shijiang when, in the eleventh month of that year he came to Yushan county in Jiangxi Province. The governor of the district invited Master Zhu to give a number of lectures at the local county school, and Master Zhu complied, discoursing on (...) essential teachings in response to the questions that were raised by the students as well as in response to the lectures given by other scholars. At one point, the record says, the scholar Cheng Gong1 rose to ask the question: "Philosophers prior to the Three Ages only spoke about zhong and ji ; how come, then, that when it came to the time of the dialogues of those in the school of Confucius, everything seemed to revolve around the word ren ?" Master Zhu replied: "The discussions of zhong and of ji have often tended to make people misunderstand the meaning of what they were actually saying; alas, we do not ourselves have the leisure here to discuss all of that in detail.". (shrink)