The philosophical traditions of China have arguably influenced more human beings than any other. China has been the home not only of its indigenous philosophical traditions of Confucianism and Daoism, but also of uniquely modified forms of Buddhism. As Ronnie L Littlejohn shows, these traditions have for thousands of years formed the bedrock of the longest continuing civilization on the planet; and Chinese philosophy has profoundly shaped the institutions, social practices and psychological character of East and Southeast Asia. The author here surveys the key texts and philosophical systems of Chinese thinkers in a completely original and illuminating way. Ranging from the Han dynasty to the present, he discusses the six classical schools of Chinese philosophy (Yin-Yang, Ru, Mo, Ming, Fa and Dao-De); the arrival of Buddhism in China and its distinctive development; the central figures and movements from the end of the Tang dynasty to the introduction into China of Western thought; and the impact of Chinese philosophers ranging from Confucius and Laozi to Tu Weiming on their equivalents in the West."

This book bridges the regions of East Asia and the West by offering a detailed and critical inquiry of educational concepts of the East Asian tradition. It provides educational thinkers and practitioners with alternative resources and perspectives for their educational thinking, to enrich their educational languages and to promote the recognition of educational thoughts from different cultures and traditions across a global world. The key notions of Confucian and Neo-Confucian philosophy directly concern the ideals, processes and challenges of learning, education and self-transformation, which can be seen as the western equivalences of liberal education, including the German concept of Bildung. All the topics in the book are of fundamental interest across diverse cultures, giving a voice to a set of long-lasting and yet differentiated cultural traditions of learning and education, and thereby creating a common space for critical philosophical reflection of one's own educational tradition and practice. The book is especially timely, given that the vocabularies in educational discourse today have been dominantly "West centred" for a long time, even while the whole world has become more and more diverse across races, religions and cultures. It offers a great opportunity to philosophers of education for their cross-cultural understanding and self-understanding of educational ideas and practices on both personal and institutional levels.

One of India's most famous writers offers an articulate and accessible introduction to Indian spirituality. This collection of essays by Nobel Laureate Rabindranath Tagore is based on a lecture series he presented at Harvard University. Oriented towards a Western readership, the essays examine different aspects of Indian culture and philosophy. They address as their central concerns the relationship between humanity and the divine, the ultimate goal of human existence, and how this goal can be achieved. An author whose creative works are infused with spirituality, Tagore is uniquely qualified to communicate the sacred underpinnings of Indian life to the outsider. Sadhana is an enjoyable and edifying read.

This book starts with the classification of the main views of different thinkers after the study of the original materials, which covers all the thinkers' thoughts and conceptions. A major objective of this book is to reveal the ideas of the philosophers. Key ideological opinions are stated with the former discussion of exact questions and further clarification of their philosophical meaning, which enables the readers to better understand the meaning and value of the philosophical thoughts. Since the logic and history are in accordance with each other, a frame of conception is formed then. Then, the author clearly explains the logical relationship in the frame mentioned before, as well as the formation of the key concepts and their relationship.

Premananda Bharati's classic work, Sri Krishna: the Lord of Love, was originally published in 1904 in New York. It is the first full length work presenting theistic Hindu practices and beliefs before a Western audience by a practicing Hindu "missionary." Premananda Bharati or Baba (Father) Bharati had come to the USA as a result of the encouragement of his co-religionists in India and of a vision he received while living in a pilgrimage site sacred to his tradition. He arrived in the USA in 1902 and stayed until 1911 with one return journey to India in 1907 with several of his American disciples. His book, Sri Krishna, was read and admired by numerous American and British men and women of the early 20th century and captured the attention of the great Russian writer Leo Tolstoy through whom Mahatma Gandhi discovered it. This new edition of his book contains two introductions, one by Gerald T. Carney, PhD, a specialist on Premananda Bharati's life and work and another by Neal Delmonico, PhD, a specialist on Caitanya Vaisnavism, the religious tradition to which Baba Bharati belonged. In addition, the text has been edited, corrected, annotated, and newly typeset. The spellings of the technical Sanskrit words in the text have been standardized according to modern diacritical practices. Appendices have been added containing supporting texts and additional materials bearing on Baba Bharati's sources for some of the ideas in his book and on his life and practices in India before his arrival in the USA.

The Lost Age of Reason deals with a fascinating and rich episode in the history of philosophy, one from which those who are interested in the nature of modernity and its global origins have a great deal to learn. Early modernity in India consists in the formation of a new philosophical self, one which makes it possible meaningfully to conceive of oneself as engaging the ancient and the alien in conversation. The ancient texts are now not thought of as authorities to which one must defer, but regarded as the source of insight in the company of which one pursues the quest for truth. This new attitude implies a change in the conception of one's duties towards the past. After reconstructing the historical intellectual context in detail, and developing a suitable methodological framework, Ganeri reviews work on the concept of knowledge, the nature of evidence, the self, the nature of the categories, mathematics, realism, and a new language for philosophy. A study of early modern philosophy in India has much to teach us today - about the nature of modernity as such, about the reform of educational institutions and its relationship to creative research, and about cosmopolitan identities in circumstances of globalisation.

This book provides a refreshing look at kindergarten teachers' practical knowledge and their context-specific reasoning of the usefulness of constructivism from a culturally emic perspective. Examining the similarities and differences between constructivism and Confucianism from both instructional and moral perspectives, it provides a unique contribution to teaching and teacher education. An understanding of the compatibility between constructivism and Confucianism is valuable in cross-cultural exchange and learning, and as such the book is a great source for educational researchers in a time of globalization.