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Practice as knowledge: Yang-ming lea...

Lu, Miaw-fen.

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Practice as knowledge: Yang-ming learning and chiang-hui in sixteenth-century China.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Practice as knowledge: Yang-ming learning and chiang-hui in sixteenth-century China./
作者:	Lu, Miaw-fen.
面頁冊數:	371 p.
附註:	Chair: Benjamin A. Elman.
Contained By:	Dissertation Abstracts International58-07A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9803486
ISBN:	0591531852

Practice as knowledge: Yang-ming learning and chiang-hui in sixteenth-century China.
Lu, Miaw-fen.

Practice as knowledge: Yang-ming learning and chiang-hui in sixteenth-century China. - 371 p.

Chair: Benjamin A. Elman.

Thesis (Ph.D.)--University of California, Los Angeles, 1997.

This dissertation examines Yang-ming learning and chiang-hui during sixteenth-century China. Special attention is paid to the interaction between individuals' thoughts, actions, contemporary politics, and culture.

ISBN: 0591531852Subjects--Topical Terms:

599244
Education, History of.

Practice as knowledge: Yang-ming learning and chiang-hui in sixteenth-century China.
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245 1 0 $a Practice as knowledge: Yang-ming learning and chiang-hui in sixteenth-century China.
300 $a 371 p.
500 $a Chair: Benjamin A. Elman.
500 $a Source: Dissertation Abstracts International, Volume: 58-07, Section: A, page: 2801.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 1997.
520 $a This dissertation examines Yang-ming learning and chiang-hui during sixteenth-century China. Special attention is paid to the interaction between individuals' thoughts, actions, contemporary politics, and culture.
520 $a In brief introduction, I outline past scholarship and generally present my methodology and research issues. Chapter 1 investigates the construction and development of the Yang-ming school. Topics include the role of the civil service examinations as an important context for the rise of Yang-ming learning, role of Wang Yang-ming-s political success in the construction of the Yang-ming school, and the strengthening of the Yang-ming school by both relying on and resisting political authority.
520 $a Chapter 2 discusses the characteristics of the Yang-ming chiang-hui and their relationship with academics (shu-yuan). The chiang-hui were elite associations formed in local society and they facilitated the revival of academies. Through chiang-hui, gentry and scholars were involved in the construction of academics and engaged in social and political affairs.
520 $a Chapter 3 considers Yang-ming scholars' use of the idea of Tao-t'ung to strive for the orthodoxy of their learning. By applying Wang Yang-ming's ideas to those of the Confucian disciple Yen-tzu, Yang-ming scholars claimed that Wang was the true heir to Yen-tzu.
520 $a Chapter 4 discusses the Yang-ming scholars' friendly associations and their ideas about friendship, emphasizing the interactions between the two. The emphasis Yang-ming scholars placed on friendship as the most fundamental human relationship meant a reformulation of the traditional order of the five human relationships. This signaled a new direction in the significance of friendship in Chinese intellectual history.
520 $a Chapter 5 discusses two practices engaged in by the Yang-ming scholars that were related to their notion of self: intensive practices aimed at enlightenment and, thus, the discovery of the true self, and self-expression through unconventional behavior, the spirit of k'uang. Finally, the role of academies and the links between Yang-ming learning and some late-Ming issues are discussed in concluding remarks.
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