I don’t need to condemn the entire Philosophy because I am an objectivist.
In general, one does not have to condemn everything someone else says to conclude that the person is wrong.
For instance, the communists were probably making some good points when they pointed to (say) rich kids who committed crimes and got off without punishment because of connections, or when they pointed to (say) someone who’d bribed the municipal authorities to clear a whole lot of poor folks from an area that was not rightfully his, and so on. The problem with the commies is not that every observation they made was untrue – they would never have had the success they did, based on pure fiction. The problem was with their conceptual understanding of the situation and with their solution. In other words, what was wrong was not all their observations, but the final result: the political philosophy.
Take another example: John Dewey, “father” of progressive education. Many of his criticisms of traditional education were correct. Education should not be a spewing of facts and rote memorization; education should take the nature of the child into account, and so on. However, the way he conceptualized his observations, and the solutions he designed ended up as a system that simply let many kids do whatever they wished, devalued the idea of objective knowledge and was an overall disaster. In other words, what was wrong was not all his observations, but the final result: the educational philosophy.
With Zen, let’s assume that it says some right things and some wrong things. So, one may like and agree with some things that it says. However, the point is: how does one evaluate it as a philosophy. If one says: these things about Zen are correct but it draws the wrong conclusions, then one is rejecting the philosophy.
If one has an integrated philosophy, then that philosophy should address reality. Therefore, a good, integrated political philosophy will acknowledge the true observations made by the communists and will address them. Similarly, a good, integrated philosophy of education will address the negatives of traditional education and the true observations of Dewey. Similarly, with Zen, one would point to the valid observations that lead people to conceptualize things like “being in boxes” and explain the same observation in different terms.
All too often, people understand a large part of the problem, and even come up with some good semi-solutions to some parts of the problem, but still don’t come up with the right integrated solution. Many dichotomies are of this type: e.g., traditional education vs. progressive education. So, finding good nuggets within things that are overall bad is not exceptional.
Finally, even if one has a negative formal evaluation of a particular author, one may sometimes retain a personal “soft-spot” for them. For instance, an author may open one’s eyes to something and one may love what they’re saying. Later, one might realize that they were right in some observations, but their overall advice was flawed. One might then end up with a negative evaluation of their approach, while still thanking them for having pointed out something one had otherwise missed.
As a whole, Zen sounds like a protest against intrinsicism but a call for subjectivism. So, while it validly rejects one side of a classic dichotomy, it pushes the other. Objectivism steps neatly “between the horns of the dilemma”.