Confucianism and human rights - exploring the philosophical base for inclusive education for children with disabilities in China

Abstract

Points of interest This paper explores the possibility of using the moral philosophy of Confucianism, rather than relying on the explicit language of human rights, to offer theoretical advocacy for inclusion in China. The rich legacy of Confucianism may offer the necessary moral strengths and philosophical convictions for Chinese teachers and schools to become inspired and empowered to take more inclusive initiatives in a bottom-up approach. Confucianism as a moral philosophy is compatible with the international human rights discourse. While a more explicit human rights discourse in China needs time to develop, Confucian principles such as datong (great harmony), ren (benevolence), as well as its educational believes and human rights ideas, may offer readily-available and more accessible inspiration and support for the inclusive education for children with disabilities in line with the social and human rights models. Re-examining traditional cultural values may shed light on modern effective teaching practices.