Zhuangzi's Discourse on 'Contented Acceptance of Fate' and Its Relation to Catastrophe

Autor/in	Lenehan, Katia
Titel	Zhuangzi's Discourse on 'Contented Acceptance of Fate' and Its Relation to Catastrophe
Quelle	In: Educational Philosophy and Theory, 52 (2020) 13, S.1388-1399 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1752184
Schlagwörter	Philosophy; World Views; Problems; Positive Attitudes; Education + Suchen Sie Ihr Suchwort? Philosophie; World view; Weltanschauung; Problemsituation; Bildung; Erziehung
Abstract	Based on the analysis of "Zhuangzi" (especially the inner chapters), this paper attempts to illustrate the positive aspects of Zhuangzi's idea concerning contented acceptance of fate ("anming" ??), which is completely different from a fatalistic viewpoint. Through probing into the meaning of some important ideas and their interrelationships, such as the Dao, virtue, nature, and fate, this paper indicates the essentials of "anming": first, the prerequisite that makes "anming" toward life possible is what Zhuangzi calls 'clarity ("ming" ?)'. Second, the passive aspect that "anming" expresses is 'bearing/suffering', referring to a facticity that one must accept according to internal and external limits. Third, the positive aspect of "anming", referring to the concept of enabling man with his own limits to be at peace with worldly things, is what Zhuangzi calls 'following along ("Shun" ?)'. "Anming" reveals its true positivity by willingly 'following along' the nature of all things, just like Cook Ting's knife, seemingly passive yet active, playing with ease in spaces according to the natural makeup of oxen. This positivity will definitely shed light on education toward catastrophes or disasters, helping people contentedly accept the natures and limits of their own and of things, and finding with flexibility the best way in dealing with misfortune in life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01