A Reconceptualization of Intentional Learning Communities From a Relational Perspective in a Confucian Cultural Context

Abstract

The study examines the intentional learning community (ILC) from a Confucian cultural perspective. Based on Confucian culture that emphasizes relationality, this research provides a rationale for promoting community-building while allowing for individual meaning-making. Analyses of the literature suggest that intentional learning is both cognitive and moral, and it is situated within life contexts. However, apart from guided participation and reflection, limited research has examined ways to establish and maintain ILCs in terms of membership criteria. The study adopts a Confucian perspective to provide a rationale for creating a trustworthy atmosphere and promoting lifelong learning that addresses individual needs. It examines Confucian relationality, which includes relational identity, relational teaching and learning, and community. Heuristic teaching and self-cultivation are discussed as two approaches to enhance community building and engagement. The research concludes with implications for practice and challenges.