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 | | This led to a compromise, in which koku-gaku was seen as a superior (i.e. |
 | | Confucianist) teaching necessary for the moral and social education of man, whereas ran-gaku, with subjects such as medicine, biology, astronomy, architecture, etc. was considered to be a ‘practical’, i.e. |
 | | In most intellectual circles, however, it wasn’t so much the “adoption” of foreign systems that was aimed at, but their comparison with familiar Buddhist and Confucianist values, towards which goal they used e.g. |
| www.akshin.net /philosophy/budphilkyoto.htm (2665 words) |
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