The Confucian View of Lifelong Learning: Relevancy to the Teaching and Learning of Older Adults

Abstract

Eastern and Western scholarship and learning are often construed as the Confucian-Western dichotomy. In the context of lifelong learning, the Confucian philosophy conceptualizes learning as a lifelong process through which learners of any age learn to become a virtuous person and to lead a morally excellent life. Learning in Confucian terms is understood and practiced as learning for the sake of learning itself, as opposed to learning for the sake of an instrumental purpose. Learning for an instrumental purpose is considered characteristic of the competition-oriented notions of lifelong learning in the contemporary West in the context of globalization, which emphasizes survival, competition, and connections to the marketplace. However, any perspective on lifelong learning should not be devoid of age considerations where, very often, similar learning approaches and motivations are assumed for learners of any age. Age is a significant factor in influencing learning behavior and motivation, and there should be notable differences between the younger and older adults as they approach and engage in learning. The aim of this chapter is threefold. First, it will discuss lifelong learning from the Confucian philosophy to identify the differences and similarities between the Confucian and Western learning cultures. Second, it will examine the relevancy of the Confucian view of learning in the context of lifelong learning for and by senior adults. Third, through identifying the differences and similarities of how and why older adults learn, we will extend our understanding of teaching and learning across the various stages of life.