In this engaging volume, Daniel Gardner explains the way in which the Four Books-- Great Learning , Analects , Mencius , and Maintaining Perfect Balance --have been read and understood by the Chinese since the twelfth century. Selected passages in translation are accompanied by Gardner's comments, which incorporate selections from the commentary and interpretation of the renowned Neo-Confucian thinker, Zhu Xi (1130-1200). This study provides an ideal introduction to the basic texts in the Confucian tradition from the twelfth through the twentieth centuries. It guides the reader through Zhu Xi's influential interpretation of the Four Books, showing how Zhu, through the genre of commentary, gave new coherence and meaning to these foundational texts. Since the Four Books with Zhu Xi's commentary served as the basic textbook for Chinese schooling and the civil service examinations for more than seven hundred years, this book illustrates as well the nature of the standard Chinese educational curriculum.

The game is set in the Hanlin Academy in Ming dynasty China. Most students are members of the Grand Secretariat of the Hanlin Academy, the body of top-ranking graduates of the civil service examination who serve as advisers to the Wanli emperor. Some Grand Secretaries are Confucian purists, who hold that tradition obliges the emperor to name his first-born son as successor; others, in support of the most senior of the Grand Secretaries, maintain that it is within the emperor s right to choose his successor; and still others, as they decide this matter among many issues confronting the empire, continue to scrutinize the teachings of Confucianism for guidance. The game unfolds amidst the secrecy and intrigue within the walls of the Forbidden City, as scholars struggle to apply Confucian precepts to a dynasty in peril.

Reacting to the Past is a series of historical role-playing games that explore important ideas by re-creating the contexts that shaped them. Students are assigned roles, informed by classic texts, set in particular moments of intellectual and social ferment.

An award-winning active-learning pedagogy, Reacting to the Past improves speaking, writing, and leadership skills, promotes engagement with classic texts and history, and builds learning communities. Reacting can be used across the curriculum, from the first-year general education class to capstone experiences. A Reacting game can also function as the discussion component of lecture classes, or it can be enlisted for intersession courses, honors programs, and other specialized curricular purposes."

To understand China, it is essential to understand Confucianism. First formulated in the sixth century BCE, the teachings of Confucius would come to dominate Chinese society, politics, economics, and ethics. In this Very Short Introduction, Daniel K. Gardner explores the major philosophical ideas of the Confucian tradition, showing their profound impact on state ideology and imperial government, the civil service examination system, domestic life, and social relations over the course of twenty-six centuries. Gardner focuses on two of the Sage's most crucial philosophical problems-what makes for a good person, and what constitutes good government-and demonstrates the enduring significance of these questions today.
This volume shows the influence of the Sage's teachings over the course of Chinese history--on state ideology, the civil service examination system, imperial government, the family, and social relations--and the fate of Confucianism in China in the nineteenth and twentieth centuries, as China developed alongside a modernizing West and Japan. Some Chinese intellectuals attempted to reform the Confucian tradition to address new needs; others argued for jettisoning it altogether in favor of Western ideas and technology; still others condemned it angrily, arguing that Confucius and his legacy were responsible for China's feudal, ''backward'' conditions in the twentieth century and launching campaigns to eradicate its influences. Yet Chinese continue to turn to the teachings of Confucianism for guidance in their daily lives.
In addition to a survey of the philosophy and history of Confucianism, Gardner offers an examination of the resurgence of Confucianism in China today, and explores what such a revival means for the Chinese government and the Chinese people.
About the Series:
Oxford's Very Short Introductions series offers concise and original introductions to a wide range of subjects--from Islam to Sociology, Politics to Classics, Literary Theory to History, and Archaeology to the Bible. Not simply a textbook of definitions, each volume in this series provides trenchant and provocative--yet always balanced and complete--discussions of the central issues in a given discipline or field. Every Very Short Introduction gives a readable evolution of the subject in question, demonstrating how the subject has developed and how it has influenced society. Eventually, the series will encompass every major academic discipline, offering all students an accessible and abundant reference library. Whatever the area of study that one deems important or appealing, whatever the topic that fascinates the general reader, the Very Short Introductions series has a handy and affordable guide that will likely prove indispensable.

Confucianism and the Succession Crisis of the Wanli Emperor, 1587 is set in the Hanlin Academy in Ming dynasty China. Most students are members of the Grand Secretariat of the Hanlin Academy, the body of top-ranking graduates of the civil service examination who serve as advisers to the Wanli emperor. Some Grand Secretaries are Confucian "purists," who hold that tradition obliges the emperor to name his first-born son as successor; others, in support of the most senior of the Grand Secretaries, maintain that it is within the emperor's right to choose his successor; and still others, as they decide this matter among many issues confronting the empire, continue to scrutinize the teachings of Confucianism for guidance. The game unfolds amid the secrecy and intrigue within the walls of the Forbidden City as scholars struggle to apply Confucian precepts to a dynasty in peril.

In this engaging volume, Daniel Gardner explains the way in which the Four Books-- Great Learning , Analects , Mencius , and Maintaining Perfect Balance --have been read and understood by the Chinese since the twelfth century. Selected passages in translation are accompanied by Gardner's comments, which incorporate selections from the commentary and interpretation of the renowned Neo-Confucian thinker, Zhu Xi (1130-1200). This study provides an ideal introduction to the basic texts in the Confucian tradition from the twelfth through the twentieth centuries. It guides the reader through Zhu Xi's influential interpretation of the Four Books, showing how Zhu, through the genre of commentary, gave new coherence and meaning to these foundational texts. Since the Four Books with Zhu Xi's commentary served as the basic textbook for Chinese schooling and the civil service examinations for more than seven hundred years, this book illustrates as well the nature of the standard Chinese educational curriculum.

Students and teachers of Chinese history and philosophy will not want to miss Daniel Gardner's accessible translation of the teachings of Chu Hsi (1130-1200)--a luminary of the Confucian tradition who dominated Chinese intellectual life for centuries. Homing in on a primary concern of our own time, Gardner focuses on Chu Hsi's passionate interest in education and its importance to individual development. For hundreds of years, every literate person in China was familiar with Chu Hsi's teachings. They informed the curricula of private academies and public schools and became the basis of the state's prestigious civil service examinations. Nor was Chu's influence limited to China. In Korea and Japan as well, his teachings defined the terms of scholarly debate and served as the foundation for state ideology. Chu Hsi was convinced that through education anyone could learn to be fully moral and thus travel the road to sagehood. Throughout his life, he struggled with the philosophical questions underlying education: What should people learn? How should they go about learning? What enables them to learn? What are the aims and the effects of learning? Part One of Learning to Be a Sage examines Chu Hsi's views on learning and how he arrived at them. Part Two presents a translation of the chapters devoted to learning in the Conversations of Master Chu.