 While in the most influential European theories, knowledge has mainly been gained through reasoning, traditional Chinese thought understood this question in a much broader sense, namely as something which also (or primarily) stems from moral contents. Chinese epistemology also included teachings of wisdom and dealt with questions such as “how is metaphysics (or metaphysical wisdom) possible?” and “how can an ideal personality be cultivated?” Hence, Chinese epistemology focuses upon the internal relationship between good and truth, between virtue and reason; it needs morality to acquire knowledge, and regards epistemology and axiology as overlapping (Xu and Huang 2008: 42). Thus, traditional Chinese, and especially traditional Confucian epistemology, greatly emphasizes the concept of moral cultivation. Confucius believed that all genuine knowledge and comprehension arises from humaneness (ren 仁), and thus morality should be valued to gain knowledge (Lunyu CTP: Li Ren, 2, 7). Classical Chinese epistemological teachings of cultivation and theories of values both dealt with criteria and methods that evaluate proper attitudes, ways of thinking and feelings (Xu and Huang 2008: 39).