It is widely accepted, both inside China and in the West, that contemporary Chinese history begins with the May Fourth Movement. Vera Schwarcz's imaginative new study provides China scholars and historians with an analysis of what makes that event a turning point in the intellectual, spiritual, cultural and political life of twentieth-century China.

What is the place of Eastern thought - Buddhism, Taoism, Hinduism, Confucianism - in the Western intellectual tradition? Oriental Enlightenment shows how, despite current talk of 'globalization', there is still a reluctance to accept that the West could have borrowed anything of significance from the East, and explores a critique of the 'orientalist' view that we must regard any study of the East through the lens of Western colonialism and domination. Oriental Enlightenment provides a lucid introduction to the fascination Eastern thought has exerted on Western minds since the Renaissance.

Studies of the reaction of European thinkers of the Enlightenment - Leibniz, Wolff, Hegel, Kant, et al -to Chinese culture and ideas.

Centering on five life stories by Chinese women activists born just after the turn of this century, this first history of Chinese May Fourth feminism disrupts the Chinese Communist Party's master narrative of Chinese women's liberation, reconfigures the history of the Chinese Enlightenment from a gender perspective, and addresses the question of how feminism engendered social change cross-culturally. In this multilayered book, the first-person narratives are complemented by a history of the discursive process and the author's sophisticated intertextual readings. Together, the parts form a fascinating historical portrait of how educated Chinese men and women actively deployed and appropriated ideologies from the West in their pursuit of national salvation and self-emancipation. As Wang demonstrates, feminism was embraced by men as instrumental to China's modernity and by women as pointing to a new way of life.

What is enlightenment? Wei Zhang brings together the fabled consideration of enlightenment by Kant, his contemporaries, and modern respondents such as Habermas and Foucault with the question "What is Chinese enlightenment?" Kant and his peers began a discussion of the notion of enlightenment in the pages of the Berlinische Monatsschrift when that newspaper's editor posed the question "Was ist Aufklärung?" in 1784. Chinese intellectuals began a similar consideration in the wake of the May Fourth cultural movement of 1919, which marked a self-conscious break from the feudal past and a new engagement with the West. Zhang asks to what extent European enlightenment can be regarded as purely philosophical and isolated from political events and, alternately, to what extent the Chinese enlightenment can be split into separate political and intellectual discourses. Her work yields a new set of conceptual questions and practical issues and provides new energy to the dialogue on political and cultural modernity. In cross-cultural context, Zhang finds the answers to the question "What is enlightenment?" are multiple, pluralistic, dynamic, and self-renewing.

This book bridges the regions of East Asia and the West by offering a detailed and critical inquiry of educational concepts of the East Asian tradition. It provides educational thinkers and practitioners with alternative resources and perspectives for their educational thinking, to enrich their educational languages and to promote the recognition of educational thoughts from different cultures and traditions across a global world. The key notions of Confucian and Neo-Confucian philosophy directly concern the ideals, processes and challenges of learning, education and self-transformation, which can be seen as the western equivalences of liberal education, including the German concept of Bildung. All the topics in the book are of fundamental interest across diverse cultures, giving a voice to a set of long-lasting and yet differentiated cultural traditions of learning and education, and thereby creating a common space for critical philosophical reflection of one's own educational tradition and practice. The book is especially timely, given that the vocabularies in educational discourse today have been dominantly “West centred” for a long time, even while the whole world has become more and more diverse across races, religions and cultures. It offers a great opportunity to philosophers of education for their cross-cultural understanding and self-understanding of educational ideas and practices on both personal and institutional levels.