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).

A Daoist classic that has had a profound influence on Chinese thought, the Laozi or Daodejing, evolved into its present form sometime around the third century BCE and continues to enjoy great popularity throughout East Asia and beyond. Philip J Ivanhoe's lucid and philosophically-minded interpretation and commentary offer fresh insights into this classic work. In the substantial introduction and numerous notes, Ivanhoe draws attention to the issues at play in the text, often relating them to contemporary philosophical discussions and directing the reader to related passages within the Daodejing and to other works of the period. The Language Appendix, unique to this edition, offers eight translations of the opening passage by well-known and influential scholars and explains, line-by-line, how each might have reached his particular interpretation.

The term ''mysticism'' has never been consistently defined or employed, either in religious traditions or in academic discourse. The essays in this volume offer ways of defining what mysticism is, as well as methods for grappling with its complexity in a classroom.This volume addresses the diverse literature surrounding mysticism in four interrelated parts. The first part includes essays on the tradition and context of mysticism, devoted to drawing out and examining the mystical element in many religious traditions. The second part engages traditions and religio-cultural strands in which ''mysticism'' is linked to other terms, such as shamanism, esotericism, and Gnosticism. The volume's third part focuses on methodological strategies for defining ''mysticism,'' with respect to varying social spaces. The final essays show how contemporary social issues and movements have impacted the meaning, study, and pedagogy of mysticism.Teaching Mysticism presents pedagogical reflections on how best to communicate mysticism from a variety of institutional spaces. It surveys the broad range of meanings of mysticism, its utilization in the traditions, the theories and methods that have been used to understand it, and provides critical insight into the resulting controversies.

Process approaches to organization studies focus on flow, activities, and evolution, understanding organizations and organizing as processes in the making. They stand in contrast to positivist approaches that see organizations and phenomena as fixed, static, and measurable. Process approaches draw on a range of ideas and philosophies. The Handbook examines 34 philosophers and social theorists, both those commonly linked to process thinking, such as Whitehead, Bergson and James, and those that are not as often addressed from a process perspective such as Dilthey and Tarde. Each chapter addresses the background and context of this thinker, their work (with a focus on the processual elements), and the potential contribution to organization and management research. For students and scholars in the field of Organization Studies this book is an entry point into the work of philosophical thinkers and social theorists for whom the world is far from being a solid place.

This book examines, from a sociological perspective, teacher-student power relations in classroom learning and teaching. The case study consists of four Hong Kong primary schools—and sixteen classrooms therein—that were selected as research sites to explore the concept of teacher-student power relations. Observations, individual interviews, and document analysis were the main data collection methods employed. Wong provides the historical context for the issue of teacher-student power relationship by reviewing the traditional Chinese cultures and values, in particular the values of respect for authority and for teachers, and demonstrates the intermingling of Chinese and Western cultures in contemporary Hong Kong Chinese society. She reviews the major educational initiatives carried out in Hong Kong since the 1970s, showing how Western educational policies promoting student-centric teaching modes have encouraged changes in classroom culture. With reference to the observed seventy-three lessons, the study identified three patterns of teacher-student power relations—Teacher Domination, Relatively Balanced Opportunity for Power Sharing, and Student Self-Empowerment—each involving different degrees of power being exercised by teacher and students. The coexistence of these three power patterns and the two corresponding power situations (student empowerment and disempowerment) can be explained as the result of multileveled, intertwined interactions among six factors related to social culture, education policy, school and classroom contexts, and to the individual players concerned. The book thus contributes to the understanding of teacher-student power relations in the context of Hong Kong by proposing a theoretical framework that reflects local socio-cultural, educational, and school contexts.

A transformative new edition of Taoism’s central text that overturns its reputation for calming, gnomic wisdom, revealing instead a work of “philosophical dynamite.” Grounded in a lifetime of research and interpretive work and informed by careful study of recent archeological discoveries of alternate versions of the text, Brook Ziporyn, one of the preeminent explicators of Eastern religions in English, brings us a revelatory new translation—and a radical reinterpretation—of the central text of Taoist thought. Ziporyn offers an alternative to the overly comforting tone of so many translations, revealing instead the electrifying strangeness and explosively unsettling philosophical implications of this famously ambiguous work. In Ziporyn’s hands, this is no mere “wisdom book” of anodyne affirmations or mildly diverting brain-teasers—this pathbreaking Daodejing will forever change how the text is read and understood in the West.

The Encyclopedia of Taoism provides comprehensive coverage of Taoist religion, thought and history, reflecting the current state of Taoist scholarship. Taoist studies have progressed beyond any expectation in recent years. Researchers in a number of languages have investigated topics virtually unknown only a few years previously, while others have surveyed for the first time textual, doctrinal and ritual corpora. The Encyclopedia presents the full gamut of this new research. The work contains approximately 1,750 entries, which fall into the following broad categories: surveys of general topics; schools and traditions; persons; texts; terms; deities; immortals; temples and other sacred sites. Terms are given in their original characters, transliterated and translated. Entries are thoroughly cross-referenced and, in addition, 'see also' listings are given at the foot of many entries. Attached to each entry are references taking the reader to a master bibliography at the end of the work. There is chronology of Taoism and the whole is thoroughly indexed. There is no reference work comparable to the Encyclopedia of Taoism in scope and focus. Authored by an international body of experts, the Encyclopedia will be an essential addition to libraries serving students and scholars in the fields of religious studies, philosophy and religion, and Asian history and culture.

For centuries, the ancient Chinese philosophical text the Daodejing (Tao Te Ching) has fascinated and frustrated its readers. While it offers a wealth of rich philosophical insights concerning the cultivation of one's body and attaining one's proper place within nature and the cosmos, its teachings and structure can be enigmatic and obscure. Hans-Georg Moeller presents a clear and coherent description and analysis of this vaguely understood Chinese classic. He explores the recurring images and ideas that shape the work and offers a variety of useful approaches to understanding and appreciating this canonical text. Moeller expounds on the core philosophical issues addressed in the Daodejing, clarifying such crucial concepts as Yin and Yang and Dao and De. He explains its teachings on a variety of subjects, including sexuality, ethics, desire, cosmology, human nature, the emotions, time, death, and the death penalty. The Daodejing also offers a distinctive ideal of social order and political leadership and presents a philosophy of war and peace. An illuminating exploration, The Daodejing is an interesting foil to the philosophical outlook of Western humanism and contains surprising parallels between its teachings and nontraditional contemporary philosophies.

Learning from Chinese Philosophies engages Confucian and Daoist philosophies in creative interplay, developing a theory of interdependent selfhood in the two philosophical traditions. Karyn Lai draws on the unique insights of the two philosophies to address contemporary debates on ethics, community and government. Issues discussed include questions on selfhood, attachment, moral development, government, culture and tradition, and feminist queries regarding biases and dualism in ethics. Throughout the book, Lai demonstrates that Chinese philosophies embody novel and insightful ideas for addressing contemporary issues and problems.

Many of the brightest Chinese minds have used the form of the commentary to open the terse and poetic chapters of the Laozi to their readers and also to develop a philosophy of their own. None has been more sophisticated, philosophically probing, and influential in the endeavor than a young genius of the third century C.E., Wang Bi (226–249). In this book, Rudolf G. Wagner provides a full translation of the Laozi that extracts from Wang Bi's Commentary the manner in which he read the text, as well as a full translation of Wang Bi's Commentary and his essay on the "subtle pointers" of the Laozi. The result is a Chinese reading of the Laozi that will surprise and delight Western readers familiar with some of the many translations of the work. A Chinese Reading of the Daodejing is part of Rudolf Wagner's trilogy on Wang Bi's philosophy and classical studies, which also includes The Craft of a Chinese Commentator: Wang Bi on the Laozi and Language, Ontology, and Political Philosophy in China: Wang Bi's Scholarly Exploration of the Dark (Xuanxue), both published by SUNY Press.