Confucian Research Articles

Confucian Education and Utopianism: The Classics-reading Movement and its Potential for Social Change

China’s contemporary classics-reading movement (dujing yundong) has grown significantly since its emergence in the 2000s but remains little researched and is so far only known as part of the revival of Confucianism on the popular level. This study, based on ethnographic field research in ten Chinese cities, discusses the movement’s character under the lens of the grounded utopian movement theory and combines this with the civil sphere theory to exhibit the movement’s potential for social change under China’s specific socio political conditions. While activists hope that reciting and memorising Confucian classics will cultivate virtuous individuals (junzi) who will change Chinese society from the bottom up, this study shows that involved parents, teachers, and headmasters have greater potential to bring about social change. The space to induce change, however, is fragile.

Jiaohua, an Educational Practice in the “Confucian” Company

Based on fieldwork carried out between 2016 and 2020 in three Chinese private companies, this article analyses the implementation of jiaohua, a key idea in Confucianism, within a “Confucian” company. In the first two sections, I analyse the main measures put in place by this type of company in their attempt to model and transform the behaviour and state of mind of their employees. I then study the way in which the educational vocation of these entrepreneurs fits into an educational project supported by the authorities at the national level, the aim of which is to create a morally sound citizen. Taking account of the current sociopolitical context in China, it might be considered that the commitment of certain private entrepreneurs to the promotion of a “Confucian education” reflects their contribution to the making of the modern citizen that the state desires, as well as their conviction that Confucianism offers resources that will enable the construction of a Chinese capitalist ethic.

Parents as Critical Individuals: Confucian Education Revival from the Perspective of Chinese Individualisation

This article uses the theory of Chinese individualisation to understand the Confucian education revival by focusing on the rise of parents as critical individuals and a case study of one Confucian private school. Drawing on interview data from parental activists who enrol their children in the study of Confucian classics, this article presents the disembedding actions taken to break attachments to state schools and the paradoxical return to institutional safety. It finds that these parents exhibit ambivalence towards the state education system, and that family relationships affect individual parents’ decisions about Confucian education. Furthermore, this study discusses the implications of the individualisation dynamics for Confucian revival in reference to the reflexive conditions of modernity.

RÚ DÀO SĪXIĂNG YŬ XIÀNDÀI SHÈHUÌ 儒道思想與現代社會 [CONFUCIAN AND DAOIST THOUGHT IN CONTEMPORARY SOCIETY]. By FāngXùdōng 方旭東. Běijīng 北京: Zhōnghuá Shūjú 中華書局, 2022. Pp. v + 374. Paperback, ¥ 48.00.

Religious Studies ReviewVolume 48, Issue 2 p. 292-292 Short Reviews of Recent Publications: East Asia RÚ DÀO SĪXIĂNG YŬ XIÀNDÀI SHÈHUÌ 儒道思想與現代社會 [CONFUCIAN AND DAOIST THOUGHT IN CONTEMPORARY SOCIETY]. By Fāng Xùdōng 方旭東. Běijīng 北京: Zhōnghuá Shūjú 中華書局, 2022. Pp. v + 374. Paperback, ¥ 48.00. First published: 20 September 2022 https://doi.org/10.1111/rsr.15815Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume48, Issue2June 2022Pages 292-292 RelatedInformation

Reinventing Confucian Education in Contemporary China: New Ethnographic Explorations

Reinventing Confucian Education in Contemporary China: New Ethnographic Explorations

Effects of Culture on the Balance Between Mathematics Achievement and Subjective Wellbeing.

Previous studies suggested that culture have impact on students' mathematics achievement and subjective wellbeing, but few investigated the effects of culture on the balance between them. Drawing on Hofstede's cultural dimensions theory, this study investigated the effects of culture on balance between students' mathematics achievement and subjective wellbeing. Results showed the significant effects of cultural dimensions of long-term orientation vs. short-term orientation and indulgence vs. restraint. Students from countries of high long-term orientation and low indulgence culture were more likely to get both high mathematics achievement and high SWB. Besides, wealth-related variables (family SES and GDP per capita) and gender were also found to influence the odds ratio of balance. The findings confirmed the effects of national culture on the balance between mathematics achievement and SWB. Based on the findings, this study discussed the effects of long-term orientation and restraint culture and Confucian heritage culture's potential benefit. The results indicate that mathematics educators should consider cultural differences in educational practice and stress the importance and meaning of mathematics learning.

Resurgence of Confucian education in contemporary China: Parental involvement, moral anxiety, and the pedagogy of memorisation

ABSTRACT The resurgence of Confucian education in present-day China has received increasing academic attention over the last two decades. However, certain aspects of this trend remain poorly understood, particularly parents’ involvement in their children’s Confucian education. Based on a qualitative study conducted at a Confucian school, this article sheds light on why some Chinese parents today send their children to learn the Confucian classics. The parents interviewed criticised China’s examination-oriented state school system, which they regarded as too practically oriented to realise students’ personal and moral development. Instead, they wanted their children to cultivate Confucian virtues and moral suzhi (‘quality’). Also, Wang Caigui’s theory of ‘children reading classics’ education strengthened the parents’ confidence in the Confucian pedagogy of memorisation. Based on these findings, the article argues that using the critique tool, parents who advocate Confucian education have emerged as critical citizens who reflect on how not to be governed by the mainstream state education.

UZBEKISTAN'S FOREIGN POLICY: AN ACTIVE AND PRAGMATIC APPROACH BASED ON FUNDAMENTAL NATIONAL INTERESTS

The great Chinese philosopher Confucius, who left his mark on the history of mankind with his political and social views and enlightenment teachings, emphasized an important point two and a half thousand years ago: “There is no need to be afraid of change. They usually happen because of necessity”.

Confucian Education: From Conformity to Cultivating Personal Distinction

Confucian Education: From Conformity to Cultivating Personal Distinction

Confucianism for Kids: Early Childhood Employments of Confucianism in Taipei and Tokyo

This article focuses on two examples of Confucian early childhood education in contemporary Taiwan and Japan. Based on fieldwork conducted by the author in 2015, it contrasts the use of Confucianism in a grass-roots community early childhood educational setting in suburban Taipei with attempts to create elite Confucian “kids’ seminars” in central Tokyo. The study reveals the roles of gender, elitism, religious plurality, and modern early childhood pedagogy in the contrasting ways Confucianism manifests in these urban Taiwanese and Japanese settings. In doing so, it looks to contribute to wider discussions about the roles of modernity and tradition in contemporary religious revival in East Asia.

For harmony and democracy: Secondary students’ views on the value of developing critical thinking in a Confucian heritage context

Critical thinking is commonly considered a vital goal of education. Although extensive research has been conducted on critical thinking, research investigating students’ views about developing critical thinking is lacking, especially in a Confucian heritage context. In this study, Hong Kong secondary students’ views about the value of developing critical thinking were investigated using semi-structured interviews. The arguments made by these students fell into two broad categories. The first set of arguments was related to personal benefits, which include (i) helping with the effective consumption of information from the media, (ii) contributing to wise decision making in daily life, (iii) preparing people for future careers, (iv) supporting subject learning, and (v) improving interpersonal relationships. The second set of arguments was more socially embedded, consisting of the views that the development of critical thinking in school students can contribute to (i) strengthening political participation, (ii) enhancing social harmony, and (iii) fostering economic development. Whereas some of these arguments were similar to those mentioned in the Western literature on the topic, some were distinctively different. The socio-cultural factors that may have contributed to such differences are discussed.

Study on the Classification and Publication of Dahe Materia Medica—Focusing on the Comparison with Compendium of Materia Medica

The development of modern Japanese materia medica began with the passing of the Book Compendium of Materia Medica to Japan. With the spread and popularity of compendium of Materia Medica and the influence of Confucian thoughts such as “learning from things to know”, Beiyuan Yixuan, a Confucianist, herbalist and naturalist, has become Japan’s first original materia medica natural history work - Daiwa materia medica. Among them, there are 772 kinds collected from compendium of Materia Medica, except for the parts not owned by Japan, 203 kinds collected from other bibliographies, 358 kinds produced in Japan and 29 kinds imported from the Netherlands. A total of 1362 varieties were collected. This paper intends to analyze the origin relationship between compendium of Materia Medica and Da he materia medica. The investigation of Da he materia medica has important reference value for exploring the influence of compendium of Materia Medica on its eastward transmission to Japan and re examining the significance of the translation, introduction and dissemination of traditional Chinese medicine culture with traditional Chinese Medicine Classics as the carrier abroad.

Right, righteousness, and act: why should Confucian activists be regarded as citizens in the revival of Confucian education in contemporary China?

ABSTRACT This article explores three core elements of citizenship – right, responsibility, and act – and their implications for the rise of Confucian activists in the revival of Confucian education in present-day China. Adopting an empirical research approach, the author draws from two sets of resources: public speeches by a leader in contemporary Confucian classical education, and interviews with teachers and parents at a Confucian school. A critical discourse analysis of the data is conducted to examine the emerging themes. First, the study identifies the widespread circulation of the discourse of right (quanli) to education within the field of Confucian education. Second, focusing on the emerging discourse of righteousness (yi), it reveals how this particular Confucian ideology, articulated through local terminologies, generates a sense of civic responsibility and obligation. Third, it investigates the Confucian idea of “extending innate knowledge” (zhi liangzhi) and its contribution to the conversion of internal, individual ethical reflection to creative, civic acts. Based on the findings, this study challenges the popular characterisation of Confucianism as a contradiction to citizenship. The revival of Confucian education offers an opportunity to explore a more nuanced understanding of the effects of Confucianism on the formation of the “Confucian citizen”.

Individual Self, Sage Discourse, and Parental Authority: Why Do Confucian Students Reject Further Confucian Studies as Their Educational Future?

Throughout the twenty-first century, Confucian education has rapidly expanded among the grassroots in China. This study focuses on the most influential style of Confucian education, dujing (classics reading) education, and on a very understudied group, the students, in the Confucian education system. Using data collected at a Confucian school, this study aims to elucidate dujing students’ genuine thoughts and feelings toward their plans for future education. The findings suggest that dujing students exhibit an individualistic outlook, which is characterized by their personal aspirations, self-determination, independence, and self-pursuit, as well as a reluctance to pursue further Confucian studies. Their self-identity is further strengthened by resistance to the authoritarian discourse circulating in the domain of dujing education and by a shifting relationship with imposed parental expectations. This study argues that the development of Confucian individualism in students’ dujing experience must be understood within the broader social contexts shaping Chinese individualisms and subjectivities.

Confucianism and Folklore in Vietnamese Fantasy Short Stories: <em> The Case of Ghost Stories </em>

Truyền kỳ, which is a genre of fantasy short stories, was formed and developed in the historic period of medieval literature of Vietnam in the sixteenth and seventeenth centuries. Despite being derived from a similar Chinese genre, the truyền kỳ of Vietnam was the work of the endogenous development of the national fantasy short story, which was closely associated with folk literature and historical prose. However, at the time of its inception, as well as at the glorious top of this genre, truyền kỳ had never been accepted as an official genre. It was rather a metaphor for unorthodox discourse in formal Confucian society. The reason is that truyền kỳ founded the first elements of folk narrative genres that were considered inferior and which Confucius advised Confucians to reject. Therefore, truyền kỳ deeply influenced Confucian doctrines, yet in this genre by itself, the deficiencies of Confucian philosophy related to the metaphysical world were exposed in competition with other non Confucian religions that had emerged, such as Buddhism, Taoism, and especially folklore. By analyzing ghost stories that represent the most typical case or expression of the complex relationship between Confucianism and folklore in the Vietnamese truyền kỳ genre, this article concludes that all the ontological crises of Confucianists that manifested in truyền kỳ derived from this tradition of folklore which created a minor discourse of a Confucian literatus who wrote on the periphery of official Confucianism.

GIÁO DỤC NHO HỌC THỜI TRẦN (THẾ KỈ XIII – THẾ KỈ XIV)

The education and elective department of Confucianism in medieval Vietnam were important measures to recruit talent for the government and also to maintain the influence of Confucianism in society. The Tran dynasty (1226-1400) continued to develop Confucian education and elective department as a way to govern the country. Confucian education during the Tran period has not actually developed in comparison to the period from the late XV, but through Tran's establishment of examination regulations, reorganization of the school system, organize translation sessions of Confucian scriptures... A solid foundation has been laid for the continued completion of the education and election of the Le and Nguyen dynasties. The article mainly uses historical methods, analyzes and compares historical data from ancient Vietnamese bibliographic sources to clarify the contents of Confucian education in the Tran Dynasty. The results of this research bring new perceptions on Confucian education, about the parallel relationship between the development of Confucianism and Confucian education in Vietnam in the 13th-XIV centuries as well as the efforts of the Tran Dynasty in the process of building and consolidating the unified centralized monarchy political institution.

The Crisis of Liberal Democracy and the Confucian Challenge: A Pragmatist Response

In the current crisis of liberal democracy, Confucianism has been cited as offering superior alternative models of government. With the resources from Dewey’s Pragmatism, this paper defends democracy, which should not be equated to de facto liberal democracies, as desirable for Confucian societies. It examines the affinities between Confucian and Dewey’s conception of the person and community and argues for an understanding of democratic values that brings together Dewey’s democratic values and Confucian ideals of personal cultivation and virtuous governance.

Operating with Names: Operational Definitions in the Analects and Beyond

The philosophy of Confucius has often been accused of lacking classical definitions of its core concepts. However, as I shall argue, Confucius systematically used nonclassical definitions—to be precise, operational ones. The notion of operational definition comes from Percy Bridgman’s The Logic of Modern Physics (Bridgman 1927) and means that the definiendum is defined by a set of operations that results in determining the meaning of the term in question. In the case of Confucian argumentation, operational definitions are mostly nominal and, in contrast to unambiguous methods of measurement, also context-dependent. This results in there being various yet not mutually inconsistent definitions of one term, and in “paradigmatic examples” playing a crucial role. As I show, this mode of defining things had major implications for the content of Confucius’ thought. In fact, many of its forms could be traced back to other Chinese philosophers, including those of non-Confucian provenance.

Education in China: Its Philosophy and Systems: An Analytical Study

This study aimed to identify the new education system in China: its philosophy and systems: the learners, quality system (Suzhi) versus the examination-oriented system (Gaokao) and lifelong education. It also aims to identify the feature of this system as described in the studies related to the subject. Several studies and related books were reviewed. The results of these studies revealed that the Confucius philosophy, which the education system in China was built on its values and concepts and the transformation of its systems that comes to meet the global developments in the educational systems which make it occupies and advanced position in the global classifications of educational systems.

The Reconstruction of Ideology and the Political Intervention in Literature in the Early Ming Dynasty

In the Ming Dynasty, Confucianism was the basic principle of ethics, and the whole social culture was dominated by Zhu Xi’s Neo-Confucianism. Coupled with the development of ancient education and the reform of the imperial examination system, the education at that time also made Neo-Confucianism develop and spread continuously. In this atmosphere, the thoughts of Confucianism, Buddhism and Taoism have been gradually politicized under the interference of the imperial power and become a favorable tool to strengthen the centralization of power. At the same time, Emperor Taizu of the Ming Dynasty liked to interfere in literature, which also affected the natural development of literature, resulting in the early Ming dynasty literati’s “living-a-life” starting from politics rather than literature.