In this rare firsthand account of an individual's pursuit of sagehood, the early Ming dynasty scholar and teacher Wu Yubi chronicles his progress and his setbacks, as he strives to integrate the Neo-Confucian practices of self-examination and self-cultivation into everyday life. In more than three hundred entries, spanning much of his adult life, Wu paints a vivid picture, not only of the life of the mind, but also of the life of a teacher of modest means, struggling to make ends meet in a rural community. This volume features M. Theresa Kelleher's superb translation of Wu's journal, along with translations of more than a dozen letters from his personal correspondence. A general Introduction discusses Neo-Confucianism and the Ming dynasty, and includes biographical information that puts the main work in context. A substantial commentary on the journal discusses the obstacles and supports Wu encounters in pursuit of his goal, the conflict between discipline and restraint of the self and the nurturing and expanding of the self, Wu's successes and failures, and Wu’s role as a teacher. Also included are a map of the Ming dynasty, a pronunciation guide, a chronology of Chinese dynasties, a glossary of names, a glossary of book titles, and suggestions for further reading.

"Growing Moral engages its readers to reflect on and to practice the teachings of Confucianism in the contemporary world. It draws on the whole history of Confucianism, focusing on three thinkers from the classical era (Kongzi or Confucius, Mengzi, and Xunzi) and two from the Neo-Confucian era (Zhu Xi and Wang Yangming. In addition to laying out the fundamental teachings of Confucianism, it highlights the enduring and strikingly relevant lessons that Confucianism offers contemporary readers. At its core, this book builds a case for modern Confucianism as a practical way to grow toward more harmonious lives together through reflection, ritual, and compassion; it can help us find balance and joy within our complex and too-often frenetic modern lives. Individual chapter explain how and why to be filial, follow rituals, and cultivate our sprouts of morality; as well as exploring Confucian approaches to reading, music-making, reflection, and socio-political engagement. Overall, the book presents a progressive vision of Confucianism that addresses historical shortcomings within the tradition concerning gender and other forms of hierarchy"--

As the first intellectual history of Song, Yuan, and Ming China written from a local perspective, Localizing Learning shows how literati learning in Wuzhou came to encompass examination studies, Neo-Confucian moral philosophy, historical and Classical scholarship, encyclopedic learnedness, and literary writing, and traces how debates over the relative value of moral cultivation, cultural accomplishment, and political service unfolded locally. The book is set in one locality, Wuzhou (later Jinhua), a prefecture in China’s Zhejiang province, from the twelfth through the sixteenth century. Its main actors are literati of the Song, Yuan, and Ming, who created a local tradition of learning as a means of cementing their common identity and their claim to moral, political, and cultural leadership. Close readings of philosophical and literary texts with quantitative analysis of social and kinship networks consider why and how the local literati enterprise was built. By treating learning as the subject, it broadens our perspective, going beyond a history of ideas to investigate the social practices and networks of kinship and collegiality with which literati defined themselves in local, regional, and national contexts.

From the mid-sixteenth through the end of the seventeenth century, Chinese intellectuals attended more to dreams and dreaming—and in a wider array of genres—than in any other period of Chinese history. Taking the approach of cultural history, this ambitious yet accessible work aims both to describe the most salient aspects of this “dream arc” and to explain its trajectory in time through the writings, arts, and practices of well-known thinkers, religionists, litterateurs, memoirists, painters, doctors, and political figures of late Ming and early Qing times. The volume’s encompassing thesis asserts that certain associations of dreaming, grounded in the neurophysiology of the human brain at sleep—such as subjectivity, irrationality, the unbidden, lack of control, emotionality, spontaneity, the imaginal, and memory—when especially heightened by historical and cultural developments, are likely to pique interest in dreaming and generate florescences of dream-expression among intellectuals. The work thus makes a contribution to the history of how people have understood human consciousness in various times and cultures. The Dreaming Mind and the End of the Ming World is the most substantial work in any language on the historicity of Chinese dream culture. Within Chinese studies, it will appeal to those with backgrounds in literature, religion, philosophy, political history, and the visual arts. It will also be welcomed by readers interested in comparative dream cultures, the history of consciousness, and neurohistory.

Munro was more than an intellectual mentor. He has been an unfailing source of wisdom, inspiration, and support. Over five decades, Donald J. Munro has been one of the most important voices in sinological philosophy. His rapprochement with contemporary cognitive and evolutionary science helped bolster the insights of Chinese philosophers, and set the standard for similar explorations today. In this festschrift volume, students of Munro and scholars influenced by him celebrate Munro's body of work in essays that extend his legacy, exploring their topics as varied as the ethics of Zhuangzi's autotelicity, the teleology of nature in Zhu Xi, and family love in Confucianism and Christianity.

The fifteen studies presented inConfucian Academies in East Asia offer insight into the history and legacy of these unique institutions of knowledge and education. The contributions analyze origins, spread and development of Confucian academies across China, Korea, Vietnam, and Japan from multiple perspectives. This edited volume is one of the first attempts to understand Confucian academies as a complex transnational, intellectual, and cultural phenomena that played an essential role in various areas of East Asian education, philosophy, religious practice, local economy, print industry, and even archery. The broad chronological range of essays allows it to demonstrate the role of Confucian academies as highly adaptable and active agents of cultural and intellectual change since the eighth century until today. An indispensable handbook for studies of Confucian culture and institutions since the eighth century until the present. Contributors are: Chien Iching, Chung Soon-woo, Deng Hongbo, Martin Gehlmann, Vladimír Glomb, Lan Jun, Lee Byoung-Hoon, Eun-Jeung Lee, Thomas H.C. Lee, Margaret Dorothea Mehl, Steven B. Miles, Hoyt Cleveland Tillman, Nguyễn Tuấn-Cường, Linda Walton and Minamizawa Yoshihiko.

Neo-Confucianism is a philosophically sophisticated tradition weaving classical Confucianism together with themes from Buddhism and Daoism. It began in China around the eleventh century CE, played a leading role in East Asian cultures over the last millennium, and has had a profound influence on modern Chinese society. Based on the latest scholarship but presented in accessible language, Neo-Confucianism: A Philosophical Introduction is organized around themes that are central in Neo-Confucian philosophy, including the structure of the cosmos, human nature, ways of knowing, personal cultivation, and approaches to governance. The authors thus accomplish two things at once: they present the Neo-Confucians in their own, distinctive terms; and they enable contemporary readers to grasp what is at stake in the great Neo-Confucian debates. This novel structure gives both students and scholars in philosophy, religion, history, and cultural studies a new window into one of the world's most important philosophical traditions.