Acting without regarding

Daoist self-cultivation as education for non-dichotomous thinking

Bibliographic Data

ID8856886
AuthorsJoseph Emmanuel D Sta Maria (0009-0002-9010-2782, Philosophy, Ateneo De Manila University, Quezon City, Philippines, corresponding author)
Year2017
Volume49
Issue12
Pages1216-1224
Publication date2017-08-17
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Philosophy and Theory (JOURNAL)
Journal identifiersISSN: 0013-1857 • E-ISSN: 1469-5812
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131857.2017.1364157
OpenAlexW2747393486
LanguageEN
Citations received3
References cited16

In this article, I show how resources for an education for non-dichotomous thinking can be drawn from the two Daoist texts, the Daodejing and the Zhuangzi. Dichotomous thinking can be defined as thinking that considers things in terms of strict and even irreconcilable dichotomous oppositions. The authors of the Daodejing and the Zhuangzi are known for their criticism of such dichotomous thinking. At the same time however, these authors seem to fall into this very kind of thinking which they criticize. That is to say, the Daodejing and the Zhuangzi often promote adherence to conventionally ‘lower’ values over ‘higher’ ones. I believe though that this tension can be resolved if viewed through a pedagogical framework. Specifically, the adherence to ‘lower values’ can be seen as the initial step in the process of Daoist self-cultivation where one reduces the artificial distinctions one adheres to in order to prepare one’s disposition for union with Dao, which in turn entails non-dichotomous thinking

Aesthetics · Epistemology · Higher education · Pedagogy · Philosophy of education · Political science · Sociology · Chinese history and philosophy · Cultural Differences and Values · Law · Philosophy · Psychology

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