The pursuit of harmony has always been a great concern of Chinese thinkers. In this process, especially prior to the Ming dynasty, a significant “borrowing” of their basic philosophical elements and their mutually syncretic metamorphosis was a common practice among three religious communities, particularly disseminated during times of crisis. The work of Wang Yangming proved to be an epitome of this philosophical “collaboration”, capable of producing new synthetic teachings that directly or indirectly linked two or more polarized teachings. He succeeded in modifying the existing Buddhist idea of inherited Buddha Nature to be now understood as an innate insight, while also promoting the practice of meditation, as a clear example of Chan and Daoist influence. Wang Yangming is probably best known for his emphasis on the simultaneity of the two functions – knowledge and action, viewed as a reinterpretation of non-Confucian ideas in a new Neo-Confucian framework.

The pursuit of harmony has always been a great concern of Chinese thinkers. In this process, especially prior to the Ming dynasty, a significant “borrowing” of their basic philosophical elements and their mutually syncretic metamorphosis was a common practice among three religious communities, particularly disseminated during times of crisis. The work of Wang Yangming proved to be an epitome of this philosophical “collaboration”, capable of producing new synthetic teachings that directly or indirectly linked two or more polarized teachings. He succeeded in modifying the existing Buddhist idea of inherited Buddha Nature to be now understood as an innate insight, while also promoting the practice of meditation, as a clear example of Chan and Daoist influence. Wang Yangming is probably best known for his emphasis on the simultaneity of the two functions – knowledge and action, viewed as a reinterpretation of non-Confucian ideas in a new Neo-Confucian framework.

Thesis (Ph. D.)--University of Hawaii at Manoa, 1991. / Includes bibliographical references (leaves198-212) / Microfiche. / viii, 212 leaves, bound ill. 29 cm

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本文以「孔子弟子」為研究對象，探討孔子之下第一批儒家從學者對於孔子之學的發展。主要藉由觀察孔子弟子的儒學發展，分析前人所謂「弟子分化」的關鍵點與整體趨向，並討論孔子弟子對於儒學、乃至先秦學術所造成的影響。除推證、釐清前人對於孔子弟子的相關論述，展現孔子弟子於儒學發展的重要作為以外，亦期能稍以增補戰國儒學傳承的線索。 全文共分五章：一、「緒論」，說明本研究形構的背景；二、「孔子弟子從學的背景與表現」，從社會背景、事行表現與從學情況三主題，觀察孔子弟子與孔子之教的連繫情況，並建立對於孔門從學者的具體認識；三、「孔子弟子儒學發展的趨向」，自政治參與、六藝之學以及德行之學三面向，討論孔子弟子儒學發展的情況，同時觀察其整體趨勢；四、「孔子弟子儒學發展的影響」，根據前章所得，分就儒學理論、儒學實踐、戰國學術三方面，說明孔子弟子儒學發展的影響。五、「結論」，總結本文研究成果與未來展望。相關資料整理，則另列於「附表」。

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本文旨在闡釋十九世紀中葉的儒者如何理解基督宗教。筆者以兩位中層官員（姚瑩與魏源）作為主要例子，說明儒者思想和信仰構成的世界觀對世俗世界和超越世界都有一套完整的理解，亦引伸出儒者「經世」的信念。本文認為儒者對基督宗教的理解與他們的世界觀有密不可分的關係，但由於理解的目的在於「經世」，他們亦會在一些情況下基於現實考慮或新資訊的出現而暫時放棄自身的觀感，並進而修正他們的世界觀。藉著相類案例的比較，本文嘗試說明十九世紀中葉的儒者並非單純以自身的信仰批判基督宗教，亦非純粹以帝國官員的立場以純粹的管治和外交原則應對異國的宗教。對他們而言，理解基督宗教的過程就是世界觀、新資訊與現實考慮三者互動的結果。 / This thesis attempts to explain Confucian understanding of Christianity in the mid-nineteeth century through the views of two government officials, Yau Yin and Wai Yuin, who based their beliefs on both the immanent and transcendent aspects of "Jinshi" or the philosophy of statecraft. This work asserts that the Confucian understanding of Christianity was very much tied to the officials’ perception of secular society. Further, with the increase in knowledge and information, their view of Christianity began to change. Chinese officials’ criticism of Christianity was based on a complex set of factors which included the influx of new ideas, information, government edicts, diplomatic considerations as well as their status in the imperial government. In other words, understanding of Chrisitanity in China developed and evolved with new understanding of historical realities. / Detailed summary in vernacular field only. / 孔德維. / Parallel title from English abstract. / Thesis (M.Phil.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 289-341). / Abstracts in English and Chinese. / Kong Dewei.

鄭宗義. / 論文(博士) -- 香港中文大學哲學學部, 1995. / 參考文献 : leaves 178-187. / Zheng Zongyi. / 序論一一寫在哲學與思想史之間 --- p.I / Chapter 第一章： --- 形上與形下之間的緊張´ؤ´ؤ明末王學的再省察 --- p.1 / Chapter 一、 --- 引言：宋明儒家的形上與形下世界 --- p.1 / Chapter 二、 --- 内聖層面的緊張：玄虛而蕩與情識而肆 --- p.8 / Chapter 三、 --- 東林的救正與學風的變動 --- p.21 / Chapter 四、 --- 外王層面的緊張：儒學、亡天下與综當代之務 --- p.31 / Chapter 第二章： --- 心學系統内的救正 --- p.38 / Chapter 一、 --- 引言：廣義的王學者 --- p.38 / Chapter 二、 --- 劉蕺山誠意愼獨之敎及其在思想史上的意義 --- p.42 / Chapter 三、 --- 黄宗羲一心萬殊思想的發展與完成 --- p.62 / Chapter 四、 --- 附論孫夏峰與李二曲 --- p.83 / Chapter 第三章： --- 心學系統外的救正 --- p.98 / Chapter 一、 --- 引言：朱子學的再興 --- p.98 / Chapter 二、 --- 明末清初朱子學的三種型態及其消長 --- p.101 / Chapter 三、 --- 附論反宋明儒思潮 --- p.134 / Chapter 第四章： --- 明清儒學的轉型 --- p.151 / Chapter 一、 --- 引言：形上心靈的萎縮 --- p.151 / Chapter 二、 --- 經世、考證與達情遂欲哲學 --- p.153 / Chapter 三、 --- 附論「實學」的實義 --- p.160 / Chapter 第五章： --- 達情遂欲哲學衡論 --- p.162 / Chapter 一、 --- 引論 --- p.162 / Chapter 二、 --- 分論一：陳乾初 --- p.165 / Chapter 三、 --- 分論二 ：戴東原 --- p.170 / 參考資料 --- p.178

My thesis closely analyzes the shi poetry of the Song dynasty philosopher Zhu Xi (1130-1200). I look at its deep structure, especially the tensions embedded therein between literature and philosophy, and between his inner mind and the external world, manifested in ways different from what he taught in his philosophical works. Although his poetry itself is not considered to be aesthetically outstanding, I suggest that it is crucial to a better understanding of the evolution of Zhu’s philosophical project on the relationship between humans and the natural world. Zhu Xi wanted to establish and defend a coherent and practical self-cultivation theory, which would enable people to recognize the dao through daily experiences. Nevertheless, in his poetry production, he was facing a long-entrenched influential poetic tradition with its emphasis on the outer world described by embellished words and spontaneous overflow of emotions, while leaving an open end for the meanings or less discriminatively appealing to the Daoist or Buddhist idea of transcendence, the logic of which fundamentally contradicts that of daoxue construction. This made it impossible to achieve the dao in a this-worldly fashion. The contradiction had to be reconciled by Zhu Xi in his poems, an issue that he actually wrestled with throughout his life. Consequently, the style of Zhu Xi’s poetry was differentiated from both that of other Neo-Confucians and indeed that of any other poets in Chinese history. In his poetic texts, the tension between the outer world, inner emotions and philosophical inclination is more intensified, and the exploration of the relationship between man and nature more focused and conscious. In this thesis, I present an aesthetic world of Zhu Xi beyond all his ambiguous philosophical discussions, unfavorable comments on poetry, and his profoundly contradictory attitudes towards versifying.

The purpose of this study was to explore teachers' perspectives of working with students with Attention Deficit Hyperactivity Disorder (ADHD) with two hundred twenty-eight K-12th grade teachers in Korea and the U.S. by using a concept mapping methodology. The four research questions were: (1) How do teachers in two different cultures (Korea and the U.S.) perceive working with students with ADHD? (2) Is there any difference in the level of awareness towards ADHD between the Korean and the U.S. teacher groups? (3) What cultural aspects are different between the Korean and U.S. teacher groups? and (4) Does Confucianism and Individualism have any influence on the perception of Korean teachers and U.S. teachers towards students with ADHD and their behaviors? The results indicate that differences exist between the Korean and U.S. teachers' perspectives of working with students with ADHD. Teachers in the two cultures have differences in demographic features, recognition of ADHD in relation to policies, services, and training experiences. Also, Korean and U.S. teachers showed different positions in concept maps which could be explained by the teachers 'cultural differences (Confucianism and Individualism). The final concept map indicates that teachers who have positive attitudes towards students with ADHD also tend to have more knowledge, confidence, and training experience in dealing with students' ADHD related behaviors. Teachers' positive attitudes toward students with ADHD are associated with doing "actions" to help students with ADHD. Teachers' negative attitudes toward ADHD behaviors is associated more with personal "emotions" in response to students' ADHD-related behaviors. This study will contribute to providing insights into how culture impacts teacher behaviors, expectations, beliefs and perceptions of ADHD, and as a result, show that teacher perceptions of ADHD seems to be dependent on a combination of one's cultural orientation and other variables identified in the study. Future researchers may research across other ethnic teacher populations to continue to measure teacher perspectives of working with students with ADHD. In addition, researchers can expand the study into an exploration of teachers' perspectives on special education services and the quality of teacher training for helping students with ADHD.