Question 6

Kumazawa Banzan

Another teacher of Heterodox Confucianism, was fired from his government job and started teaching in Kansai and then Kyoto

Hayashi Razan

Neo-Confucianist. Taught to Ieyasu because he needed someone to write important and official government documents. Ieyasu took on Zhu Xi's original teachings and Razan's son establishes a neo-Confucianism school

Ancient School

a text-critical Confucianism that only exists in Japan. Shundai tried to distill all of the texts and limits of loyalty that the philology studied

Rangaku

also known as "Hollandology," a way of thought that incorporated thoughts/ideas from the Dutch foreigners

Kokugaku:

also known as Nativism, a way of thought that stressed Japan over China. New-school that seeked to prove Japan was superior to other nations, applied the text-critical methods

Zhu Xi

known as "China's Aristotle," teacher of Orthodox, or neo- Confucianism. Learned about a lot of different topics, and he wrote about Chinese civilization that had accumulated up until his lifetime. Taught the principle of li or knowing your place, and defined loyalty as limitless. Taught through the four books and the five classics.

Kojiki-den

massive collection of translations of the kojiki stories that are used in Kokugaku. They consist of the Imperial Family's existence and descendants from the sun goddess.

Otsuki Gentaku:

one of the first successful translators from Dutch to Japanese; helped in establishing and enriching Rangaku

Wang Yangming

teacher of Heterodox Confucianism, but started in the school of neo-Confucianism. Further establishes the principle of li, but questions if it is everywhere then it must be inside humans so maybe it is not necessary to study everything, but one can find it through introspection and self-reflection. His ideas were liked by lower ranking samurai, and often are faced with the tough choices of obedience and benevolence.

Kaitai Shinsho

teacher of Rangaku, started a new book of opening up bodies