Compiled by the great Neo-Confucian philosopher Chu Hsi (1130-1200), the Family Rituals is a manual for the private performance of the standard Chinese family rituals: initiations, weddings, funerals, and sacrifices to ancestral spirits. This translation makes the work, which is the most important text of its kind in the last thousand years of Chinese history, fully accessible to scholars and students in a wide range of fields. The militantly Confucian Family Rituals was designed to combat the practices of Buddhist and other non-Confucian rites, and it was quickly recognized as the standard authority by the state, the educated elite, and even by many uneducated commoners. With the spread of Neo-Confucianism, it was honored also in Vietnam, Korea, and Japan. Patricia Buckley Ebrey has added notes showing how the Family Rituals enhances our understanding of Chinese society and culture. She cites many of the commentaries on the work to give a sense of its uses in the centuries after its publication. Originally published in 1991. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

The present anthology consists of papers presented at the International Conference of Chu Hsi held July 6–15 1982, in Honolulu. The symposium, convened as one of the continuing East-West Philosophers' Conferences and in conjunction with the seventy-fifth anniversary of the University of Hawaii, was the first on this Neo-Confucian thinker.

In this engaging volume, Daniel Gardner explains the way in which the Four Books--Great Learning, Analects, Mencius, and Maintaining Perfect Balance--have been read and understood by the Chinese since the twelfth century. Selected passages in translation are accompanied by Gardner's comments, which incorporate selections from the commentary and interpretation of the renowned Neo-Confucian thinker, Zhu Xi (1130-1200). This study provides an ideal introduction to the basic texts in the Confucian tradition from the twelfth through the twentieth centuries. It guides the reader through Zhu Xi's influential interpretation of the Four Books, showing how Zhu, through the genre of commentary, gave new coherence and meaning to these foundational texts. Since the Four Books with Zhu Xi's commentary served as the basic textbook for Chinese schooling and the civil service examinations for more than seven hundred years, this book illustrates as well the nature of the standard Chinese educational curriculum.

This volume analyzes the debate between Chu Hsi, principal architect of Neo-Confucianism, and Ch'en Liang, who represented an admixture of Confucian humanism with utilitarian approaches to current questions, and its place in the lives of the two philosophers within a detailed intellectual and historical context.

Students and teachers of Chinese history and philosophy will not want to miss Daniel Gardner's accessible translation of the teachings of Chu Hsi (1130-1200)—a luminary of the Confucian tradition who dominated Chinese intellectual life for centuries. Homing in on a primary concern of our own time, Gardner focuses on Chu Hsi's passionate interest in education and its importance to individual development. For hundreds of years, every literate person in China was familiar with Chu Hsi's teachings. They informed the curricula of private academies and public schools and became the basis of the state's prestigious civil service examinations. Nor was Chu's influence limited to China. In Korea and Japan as well, his teachings defined the terms of scholarly debate and served as the foundation for state ideology. Chu Hsi was convinced that through education anyone could learn to be fully moral and thus travel the road to sagehood. Throughout his life, he struggled with the philosophical questions underlying education: What should people learn? How should they go about learning? What enables them to learn? What are the aims and the effects of learning? Part One of Learning to Be a Sage examines Chu Hsi's views on learning and how he arrived at them. Part Two presents a translation of the chapters devoted to learning in the Conversations of Master Chu.

Preliminary Material -- Introduction -- From the Five Classics to the Four Books: A Schematic Overview -- The Ta-hsueh before Chu Hsi -- Chu Hsi's Work on the Ta-hsueh -- Chu Hsi's Reading of the Ta-hsueh -- Notes -- Preface to the Greater Learning in Chapters and Verses -- Chinese Text of the Ta-Hsueh Chang-Chü and the "Chi Ta-Hsueh Hou" -- Bibliography -- Glossary -- Index -- Harvard East Asian Monographs.