- Author
- Gary D. DeAngelis and Warren G. Frisina, eds.
- Publisher
- Oxford University Press, Oxford
- ISBN
- 9780195332704
- Table of Contents
-
Contributors
Introduction, Hans-Georg Moeller
Approaching the Daode Jing
Third-Person and First-Person Approaches to the Study of the Laozi (Harold D. Roth)
The Dao and the Field: Exploring an Analogy (Robert G. Henricks)
The Daode Jing and Comparative Philosophy (David L. Hall)
Mysticism in the Daode Jing (Gary D. DeAngelis)
The Daode Jing in Practice (Eva Wong)
Imagine Teaching the Daode Jing! (Judith Berling, Geoffrey Foy, John Thompson)
Recent Scholarship and Teaching the Daode Jing
My Way: Teaching the Daode Jing at the Beginning of a New Millenium (Norman J. Girardot)
The Reception of Laozi (Livia Kohn)
Hermeneutics and Pedagogy: Methodological Issues in Teaching the Daode Jing (Russell Kirkland)
Hermeneutics and Pedagogy: Gimme That Old-Time Historicism (Michael LaFargue)
Selected Bibliography
Index
AAR Teaching Religious Studies Series (Oxford University Press)
The Daode Jing, a highly enigmatic work rooted in ancient Chinese cosmology, ontology, metaphysics, and moral thinking, is regularly offered to college and high-school students in religion, philosophy, history, literature, Asian studies, and humanities courses. As a result, an ever-expanding group of faculty with very different backgrounds and training routinely confront the question: "How should I teach the Daode Jing?"
Written for non-specialists who may not have a background in ancient Chinese culture, the essays collected in this volume provide up-to-date information on contemporary scholarship and classroom strategies that have been successful in a variety of teaching environments.
A classic text like the Daode Jing generates debate among scholars and teachers who ask questions like: Should we capitalize on popular interest in the Daode Jing in our classrooms? Which of the many translations and scholarly approaches ought we to use? Is it appropriate to think of the Daode Jing as a religious text at all? These and other controversies are addressed in this volume.
Contributors are well-known scholars of Daoism, including Livia Kohn, Norman Girardot, Robert Henricks, Russell Kirkland, Hans-Georg Moeller, Hall Roth, and Michael LaFargue. In addition, there are essays by Eva Wong (Daoist practitioner), David Hall (philosophy), Gary DeAngelis (mysticism), and a jointly written essay on pedagogical strategies by Judith Berling, Geoffrey Foy, and John Thompson (Chinese religion). (From the Publisher)
The Daode Jing, a highly enigmatic work rooted in ancient Chinese cosmology, ontology, metaphysics, and moral thinking, is regularly offered to college and high-school students in religion, philosophy, history, literature, Asian studies, and humanities courses. As a result, an ever-expanding group of faculty with very different backgrounds and training routinely confront the question: "How should I teach the Daode Jing?"
Written for non-specialists who may not have a background in ancient Chinese culture, the essays collected in this volume provide up-to-date information on contemporary scholarship and classroom strategies that have been successful in a variety of teaching environments.
A classic text like the Daode Jing generates debate among scholars and teachers who ask questions like: Should we capitalize on popular interest in the Daode Jing in our classrooms? Which of the many translations and scholarly approaches ought we to use? Is it appropriate to think of the Daode Jing as a religious text at all? These and other controversies are addressed in this volume.
Contributors are well-known scholars of Daoism, including Livia Kohn, Norman Girardot, Robert Henricks, Russell Kirkland, Hans-Georg Moeller, Hall Roth, and Michael LaFargue. In addition, there are essays by Eva Wong (Daoist practitioner), David Hall (philosophy), Gary DeAngelis (mysticism), and a jointly written essay on pedagogical strategies by Judith Berling, Geoffrey Foy, and John Thompson (Chinese religion). (From the Publisher)