Abstract
This article addresses the dilemma faced by religious and theological educators committed to a feminist, liberative pedagogy when teaching learners in the church whose Confucian upbringing has socialized them into different means of instruction. After a brief sketch of the Confucian ethos that permeates the life of such persons and communities in present‐day North America, the article examines the pedagogical practices of Confucius/Kongzi, traces the historical development of Confucianism, and suggests how we might live and teach in the tension of what appears to be two extremes of pedagogical practice. At fifteen 1 set my heart on learning; at thirty I firmly took my stand; ... At seventy 1 followed my heart's desire without overstepping the boundaries of right. —Analects 2:4 Learning something and practicing it often—is this not a delight? —Analects 1:1 Whenever three persons walk together, there is sure to be a teacher for me. —Analects 7:22 I learn without flagging and teach without growing weary. —Analects 7:34
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