Changes

*''Chinese'': 朱熹 ''(Zhū Xī)''

*''Chinese'': 朱熹 ''(Zhū Xī)''

Zhu Xi was a prominent [[Neo-Confucianism|Neo-Confucian]] scholar of China's [[Song Dynasty]]. His interpretations of [[Confucianism|Confucian]] doctrine, including the concepts of ''[[li (principle)|lǐ]]'', ''[[qi|qì]]'', and ''[[ren|rén]]'', and his determinations as to which of the Confucian Classics should be studied, became, from the 14th century or so onwards, the orthodox form of "traditional" Confucian learning studied, practiced, and employed in [[Chinese investiture exams|Confucian exams]] throughout East Asia.

Zhu Xi was a prominent [[Neo-Confucianism|Neo-Confucian]] scholar of China's [[Song Dynasty]]. His interpretations of [[Confucianism|Confucian]] doctrine, including the concepts of ''[[li (principle)|lǐ]]'', ''[[qi|qì]]'', and ''[[ren|rén]]'', and his determinations as to which of the Confucian Classics should be studied, became, from the 14th century or so onwards, the orthodox form of "traditional" Confucian learning studied, practiced, and employed in [[Chinese Imperial examinations|Confucian exams]] throughout East Asia.

Zhu is credited with spurring an explosion of private academies in the 12th-13th centuries, and is known for his emphasis on the importance of the inclusion of practical learning, as well as humanistic values and morality, in formal study. The Song Imperial Court had established hundreds of state-sponsored schools throughout the country, designed to train young men for the [[Chinese imperial examinations]], through which candidates could earn positions in the imperial bureaucracy. Zhu Xi felt that these schools focused too heavily on rote memorization, stifled creative thinking, and lacked sufficient moral purpose and humanistic learning in their curricula. His arguments inspired the establishment of roughly 140 private academies in the 12th and 13th centuries, dedicated to a slightly more flexible mode of teaching the [[Confucian classics]], in which philosophical discussion, creative thinking, and moral purpose occupied a larger space in the curriculum. Many families who agreed with Zhu Xi's ideals, or who believed these methods would lead to greater intellectual & career success, enrolled their children in these academies; many others enrolled their children in private academies chiefly because their children might find greater success in the examinations purely based on the prestige of the names of their teachers.

Zhu is credited with spurring an explosion of private academies in the 12th-13th centuries, and is known for his emphasis on the importance of the inclusion of practical learning, as well as humanistic values and morality, in formal study. The Song Imperial Court had established hundreds of state-sponsored schools throughout the country, designed to train young men for the [[Chinese imperial examinations]], through which candidates could earn positions in the imperial bureaucracy. Zhu Xi felt that these schools focused too heavily on rote memorization, stifled creative thinking, and lacked sufficient moral purpose and humanistic learning in their curricula. His arguments inspired the establishment of roughly 140 private academies in the 12th and 13th centuries, dedicated to a slightly more flexible mode of teaching the [[Confucian classics]], in which philosophical discussion, creative thinking, and moral purpose occupied a larger space in the curriculum. Many families who agreed with Zhu Xi's ideals, or who believed these methods would lead to greater intellectual & career success, enrolled their children in these academies; many others enrolled their children in private academies chiefly because their children might find greater success in the examinations purely based on the prestige of the names of their teachers.