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Full-Text Articles in History of Philosophy
Zhuang Zi And The “Greatest Joyousness”: Wang Fuzhi’S Approach, John R. Williams
Zhuang Zi And The “Greatest Joyousness”: Wang Fuzhi’S Approach, John R. Williams
Comparative Philosophy
The present article presents Wang Fuzhi 王夫之 (1619-1692 C.E.)’s reading of the eighteenth chapter of the Zhuang-Zi 莊子 (ZZ) by looking at his entry from Zhuang-Zi-Tong 莊子通 and other key glosses from Zhuang-Zi-Jie 莊子解. The philosophical upshot, I aim to show, is that Wang takes ZZ as presenting the consummation of “the greatest joyousness” (zhi-le 至樂) as requiring getting rid of joyousness as one’s desideratum. Using Derek Parfit’s work as a point of reference, I aim to show that this is not paradoxical or even inconsistent or even (directly or indirectly) self-defeating but is instead an interesting instance of …
Illuminating Chinese Aesthetics With Kant’S Account Of Genius? Possibility And Difficulty, Kefu Zhu
Illuminating Chinese Aesthetics With Kant’S Account Of Genius? Possibility And Difficulty, Kefu Zhu
Comparative Philosophy
Many scholars interpret Chinese Aesthetics with the Kantian theory of genius because they seem to form a parallel: similar innate and spontaneous mental talents that exceed normal cognition and imagination generates beautiful arts with similar extraordinary qualities. I argue that projecting Kant’s genius to illuminate the creative power analogically, i.e., the carefree-wandering mind, is infeasible. The theory of genius assumes a critical project that stipulates a valuable way to exercise the power of judgment. Genius is only a postulated idea for successfully making aesthetic judgments on artworks. In contrast, the carefree-wandering mind assumes a Daoist metaphysical-ethical theory centering on the …
Zhuang Zi And The Education Of The Emotions, Jeffrey Morgan
Zhuang Zi And The Education Of The Emotions, Jeffrey Morgan
Comparative Philosophy
This paper examines and defends a conception of the education of emotions found in the Zhuang-Zi. I begin by exploring four principal features of Zhuang Zi’s philosophy as it relates to the emotions: his epistemological perspectivism, his view of the self, his ethics of wandering and natural spontaneity, and his playful non-seriousness. Together these four features allow us to discern a general orientation to the education of the emotions, including a normative account of a good emotional life as well some suggestions for a pedagogy for the development of such a life.