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Learning From Bad Teachers: Leibniz As A Propaedeutic For Chinese Philosophy, Kevin Delapp
One of the challenges facing instructors of Chinese philosophy courses at many Western universities is the fact that students can often bring orientalizing assumptions and expectations to their encounters with primary sources. This paper examines the nature of this student bias and surveys four pedagogical approaches to confronting it in the context of undergraduate Chinese philosophy curricula. After showcasing some of the inadequacies of these approaches, I argue in favor of a fifth approach that deploys sources from the “pre-history” of comparative philosophy, viz. documents by some of the first Western interpreters of Chinese thought. Such sources give students an ...