Third‐Person and First‐Person Approaches to the Study of the Laozi
Gary D. DeAngelis, Warren G. Frisina, Harold D. Roth
Teaching the Daode Jing May 1, 2008 DOI: 10.1093/acprof:oso/9780195332704.003.0003 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Key points | Roth argues that teaching the Daode jing should combine third-person scholarly analysis with first-person meditation and breathing exercises tied to specific chapters, since the text draws on a meditative tradition using breath control. He proposes this middle path as a way to meet scholarly responsibilities while respecting the text's integrity and coherence. |
Abstract
Abstract: Eschewing both the uncritical faith stance of Daoism's apologists as well as the reductionist tendencies among some contemporary secularists, Harold D. Roth preaches a middle path when it comes to analyzing and teaching the Daode jing. Since the Daode jing draws from a meditative tradition that utilizes breath control he suggests our teaching include a mix of both third‐person analysis (where we rely on the traditional tools of scholarship such as historical‐textual research, hermeneutical analysis, and contemporary philosophic reflection) and first‐person analysis (where we encourage our students to engage in simple meditation and breathing exercises that are tied to specific chapters and that add an experiential dimension to their study). He suggests this combination as a way of both discharging our scholarly responsibilities while demonstrating a healthy respect for the integrity and coherence of this ancient text.