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Educational Psychology

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Zhuang Zi And The Education Of The Emotions, Jeffrey Morgan Jan 2018

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.

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A Productive Dialogue: Contemporary Moral Education And Zhu Xi's Neo-Confucian Ethics, Stephen C. Angle Dec 2011

A Productive Dialogue: Contemporary Moral Education And Zhu Xi's Neo-Confucian Ethics, Stephen C. Angle

Stephen C. Angle

The essay asks whether contemporary Western empirical studies of moral education, as exemplified in the distinctive research programs of Lawrence Kohlberg and Martin Hoffman, can enter into productive dialogue with the Neo-Confucian theories of Zhu Xi (1130-1200). The proposed dialogue proceeds in two stages. I begin with Zhu’s notion of “lesser learning” and the role therein of ritual, and consider their relations to Kohlberg’s ideas about the construction of moral rules and Hoffman’s findings concerning parental discipline (and particularly “induction”). The second stage turns to Zhu’s “greater learning” and its central concept of reverence, which I explain is best understood …

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A Productive Dialogue: Contemporary Moral Education And Zhu Xi's Neo-Confucian Ethics, Stephen C. Angle Dec 2011

A Productive Dialogue: Contemporary Moral Education And Zhu Xi's Neo-Confucian Ethics, Stephen C. Angle

Stephen C. Angle

The essay asks whether contemporary Western empirical studies of moral education, as exemplified in the distinctive research programs of Lawrence Kohlberg and Martin Hoffman, can enter into productive dialogue with the Neo-Confucian theories of Zhu Xi (1130-1200). The proposed dialogue proceeds in two stages. I begin with Zhu’s notion of “lesser learning” and the role therein of ritual, and consider their relations to Kohlberg’s ideas about the construction of moral rules and Hoffman’s findings concerning parental discipline (and particularly “induction”). The second stage turns to Zhu’s “greater learning” and its central concept of reverence, which I explain is best understood …

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Rights Of Inequality: Rawlsian Justice, Equal Opportunity, And The Status Of The Family, Justin Schwartz Jan 2001

Rights Of Inequality: Rawlsian Justice, Equal Opportunity, And The Status Of The Family, Justin Schwartz

Justin Schwartz

Is the family subject to principles of justice? In A Theory of Justice, John Rawls includes the (monogamous) family along with the market and the government as among the "basic institutions of society" to which principles of justice apply. Justice, he famously insists, is primary in politics as truth is in science: the only excuse for tolerating injustice is that no lesser injustice is possible. The point of the present paper is that Rawls doesn't actually mean this. When it comes to the family, and in particular its impact on fair equal opportunity (the first part of the the Difference …

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