Interculturality has been one of key concepts in phenomenological literature. It seeks to clarify the philosophical basis for intercultural exchange within the horizon of our life-world. The essays in this volume focus on the themes around space, time and culture from the perspectives of Chinese and Western phenomenologists. Though the discussions begin with classical phenomenological texts in Husserl, Heidegger or Merleau-Ponty, they extend to the problems of Daoism and Buddhism, as well as to sociology and analytic philosophy. The collection of this volume is a fruitful result of inter-cultural exchange of phenomenology.

Interculturality has been one of key concepts in phenomenological literature. It seeks to clarify the philosophical basis for intercultural exchange within the horizon of our life-world. The essays in this volume focus on the themes around space, time and culture from the perspectives of Chinese and Western phenomenologists. Though the discussions begin with classical phenomenological texts in Husserl, Heidegger or Merleau-Ponty, they extend to the problems of Daoism and Buddhism, as well as to sociology and analytic philosophy. The collection of this volume is a fruitful result of inter-cultural exchange of phenomenology.

Drawn from a series of lectures that Wm. Theodore de Bary delivered in honor of the Chinese philosopher Tang Junyi, "Confucian Tradition and Global Education" is a unique synthesis of essay and debate concerning the future of Chinese education and the potential political uses of Confucianism in the contemporary world.

Rapid modernization and the rise of English as a global language increasingly threaten East Asia's cultural diversity and long-standing Confucian traditions. De Bary argues that keeping Confucianism alive in China is not only a matter of "Chinese identity," but also a critical part of achieving a multicultural global education. Scholars take different views on what is worth preserving in Confucian tradition, and whether it is possible for the classical teachings to remain relevant in today's high-tech educational environment. De Bary and his contributors assert that the Chinese classics are the key to this survival, and therefore their inclusion in a global humanities curriculum is essential.

De Bary also believes in the power of the classics to humanize the modernization process and to shape a more democratic East Asia. Kwan Tze-wan discusses the difficulty of teaching the Chinese humanities in English when certain ideas and values are best expressed in a native language, and Cheung Chan Fai demonstrates how it is still possible for Confucian humanism to contribute to a modern liberal education. Timely and passionately argued, "Confucian Tradition and Global Education" is a major work emphasizing the importance of Chinese philosophy in the post-World War II era.

Transmitting the Ideal of Enlightenment is a collection of articles that shed light on different aspects of university education in China since the late nineteenth century and address how far the ideal of modern university education, which has gradually been developed in the West since the age of European Enlightenment, was adopted or creatively transformed by Chinese universities. In addition to examining the influence of Western universities' visions, curricula, institutions and experiences on Chinese higher education, this volume attempts to show the degree of success achieved by Chinese universities in delivering the goals of personal emancipation, broad-based education, freedom of teaching and learning, academic professionalism, etc. that their Western counterparts had endeavored to attain in the last centuries.

Transmitting the Ideal of Enlightenment is a collection of articles that shed light on different aspects of university education in China since the late nineteenth century and address how far the ideal of modern university education, which has gradually been developed in the West since the age of European Enlightenment, was adopted or creatively transformed by Chinese universities. In addition to examining the influence of Western universities' visions, curricula, institutions and experiences on Chinese higher education, this volume attempts to show the degree of success achieved by Chinese universities in delivering the goals of personal emancipation, broad-based education, freedom of teaching and learning, academic professionalism, etc. that their Western counterparts had endeavored to attain in the last centuries.