Eastern Philosophy of Education: Hinduism

(Matthews, W. (2010). World Religions 6

th
edition.
Wadsworth.
Origins of Hinduism no historical founder; was
formed before anyone kept written records
Oral traditions preserved in the Vedas
20
th
century excavations in Mohenjo-Daro revealed
proofs of early Hindu civilizations of the Aryans
migrated into India about BC.
Aryans of Indo-European background honoured
their gods by sacrificing animals; the gods portion
sent through the smokes rising from sacrificial fire
The gods or devas- manifestation of the supreme
power of the Atman Brahman governing the universe
The Asuras are evil powers, hence religion has an
ethical concern to keep things on the right path; good
over evil


The earliest hymns of Hinduism reveal a worship that retained many Aryan
practices.

The Vedas is a collection of Hindu hymns- 4 collections of the Vedas (1) Rig-Veda,
(2) Yajur Veda, (3) Sama -Veda, (4) Artharva-Veda

The Laws of Manu state that the root of religion is the entire Vedas.

Ramayana- an epic of the ideal man, Rama and Sita, the ideal woman.

Mahabharata-epic poem featuring activities of the god Krishna.

Ancient mythological texts, including Mahabharata and Ramayana- honour
Brahma, Shiva and Vishnu

Later worship of Siva reflects the traditions of the Dravidians.

Agni-fire used in sacrifice; the Vedic god of fire; in Hinduism- many different gods
active in the functioning of the universe


The Laws of Manu 4 castes (1) Brahmin, (2) Kshatriyas, (3) Vaisyas and
(4) Sudras. The 4 castes are enshrined in the Hindu law books.

The Brahmin-the name of the highest priestly caste.

Doctrines of Hinduism
Dharma- a social order and responsibility to sustain the world; not
universal- specific to the situation of the particular individual or social
group.

The dharma- determined primarily by birth into a particular social group.

Each individual has a determined duty or dharma because of caste and
stage in life.

Caste determines ones range of responsibility, the particular work which
one
is engaged

The results of actions or karma determine the success
of ones present life, as well as the status of ones
rebirth.

Every action has a moral consequences. Based on
karma- the present condition, character and
circumstances of a person are the result of his or her
past deeds.

The karma also determines the course of this life and
the status of rebirth, which is a never-ending process
(samsara).

The final goal in life is to seek final release from any
future rebirth (moksha).
Paths to release from bondage of samsara - unity of the
atman(individual self) with the Brahman (the underlying reality of
all).

Systems of yoga to overcome desire by asserting control of the
body and mind; a completely detached state of freedom

Offering of every action and the entire self to Krishna in love or
bhakti will assure that devotees will escape rebirth and come to
Krishna.

Bhakti- devotional attachment to god; represents one of the paths
to release or a preparatory stage to deeper insight into ultimate
reality or Brahman (the path of knowledge)

Ahimsa- not-hurting; not causing pain to living beings; the virtue
that incorporates nonviolence .
Puja deity worship; distinct from the Vedics acrificial system and
usually no actual anima sacrifice (worship of goddesses Kali and
Durga).

Hinduism and Education

In Hinduism education is an important means to achieve the four
aims of human life (1) dharma (virtue), (2) artha (wealth), kama
(pleasure) and moksha (liberation).

Education is the means an individual can gain right knowledge,
control his desires; learn to perform his obligatory duties with a
sense of devotion to God; overcome his impurities of egoism and
delusion.

Knowledge can become a destructive force if in the hands of an
immoral or evil person bereft of morality and sense of responsibility
Hindu scriptures recognize two types of knowledge, the lower knowledge and the
higher knowledge

(1) Knowledge of the rites and rituals considered lower knowledge; (2) higher
knowledge is the knowledge of Atman and Brahman gained through personal
experience or self-realization.

Higher knowledge is preferred because it liberates people from cycle of births and
deaths.

Lower knowledge often equated with ignorance and acquired through senses and
deals with the material aspects of our existence.

Hindu scriptures advise men to pursue higher knowledge or self-realization

The role of the Teacher or Guru remover of darkness; god in the human form; he
is Brahman himself

Without gurus blessing, a student cannot accomplish much in his life
In imparting knowledge, teacher sets his own example and his
understanding of the scriptural knowledge and deep insight

Students not given any scope for leniency or carelessness

Till a student mastered a scripture completely and recited all the
verses from memory without fault, the guru would not teach him
another.

In ancient India students required to spend several years in
completing their education.

Upon completing his education, the teacher had a right to demand
a gift (gurudakshina) from him either in kind or in cash.
the teacher, "holding the pupil within him as in
a womb, impregnates him with his spirit, and
delivers him in a new birth." The pupil is then
known as Dvija, "born afresh" in a new
existence, "twice born" (Satapatha
Brahmana). The education that is thus begun
is called by the significant term
Brahmacharya, indicating that it is a mode of
life, a system of practices.
http://www.hinduwisdom.info/Education_in_
Ancient_India.html.
The Gurukulas: The Abodes of Learning

The Gurukula system in ancient India a place where a teacher or a guru
lived with his family and establishment and trained the students in various
subjects

Usually existed in forests away from towns and cities; admission into
gurukulas students need to convince his discipline, sincerity, desire,
determination and level of intelligence before he be given the chance to
learn the advanced subjects.
Life in a gurukula hard; students subjected to rigorous discipline; lived in
a very austere environment, cultivate discipline and virtue.

Also required to serve the gurus personally; learnt the virtue of humility

Students had to wake up very early in the morning; washed in a nearby
stream, do the teachers household, recite scriptures and then beg for
food.
Students also required show great respect to the members of his gurus
household even if they were younger than him in age; maintained distance
from the women who lived there.

Students not allowed to beg from certain people and certain places
(wicked, sinful people; impure and unclean places).

Students accompanied the guru when he was summoned by a local ruler
to perform some Vedic rites or spiritual matter.

Students also given holidays such as the days marked as ashtami,
chaturdasi, amavasya and purnima.

Student also required to serve his teacher massaged his body, washed
his clothes and sometimes swept the floors in the house and yard.

However, if the student fell sick, the teacher took care of him gave him
medicine and treated him like his own son.
Punishment
If students slack or showed any sign of moral
misdeed, the teacher took it upon themselves as
their moral responsibility to correct then and put
them in the right path.

Punishment meted out based on degree of fault
(frightening, fasting, bathing in cold water and
banishment from the teachers presence).

Parents had little say and almost no control of
their children at gurukulas.
Curriculum

In ancient India education stretched over a period of several years (
9 -36 years for the successful completion of education in a
gurukula).

Some important vocational courses:
- Brahma -vidya (knowledge of Brahman)
- Sarpa-vidya (knowledge of snakes)
- Kshatra vidya (knowledge of weapons and martial arts)
- Tantra-vidya (knowledge of chakras and energies).
- Bhuta-vidya (knowledge of spirits and animals)
Ayurveda and medicine
Knowledge of astrology
Knowledge of astronomy
Knowledge of domestic animals like cows etc.
Mathematics
Magic
Muzic
Military and maritime
Scriptures at temples and holy sites.
Commerce
Weaving
Pottery

Rabindranath Tagore on education:
The human mind is in the embryo stage in
childhood and school boys should live in
surroundings which protect them from all
disturbing forces. To acquire strength by
absorbing knowledge both consciously and
unconsciously should their sole aim, and their
environment should be adapted to this
purpose.
Eastern Philosophy of Education: Buddhism
Founder is Siddhartha Gautama born about 563 BCE in Benares, Northern
India of the Shakya clan, later known as Shakyamuni.

Gautamas father was a Kshatriya powerful lord and wanted Gautama to
be a potential ruler
Married his cousin Yashodhara and had a son, Rahula.

Witnessed 3 realities in life : (1) old man, (2) sick person, (3) a corpse (4) a
wandering ascetic

Left his luxurious life at the age of 29 and wandered in search of the
ultimate truth and this arduous quest was to last 6 years.

For 45 years the Buddha moved from kingdom to kingdom, leader to
leader and people to people in northern India. Died in 483 BCE at 80.



Doctrines of Buddhism
Convinced of his doctrines, the 5 ascetics became his disciples. Their
identification with Gautamas experience was the beginning of Buddhist
religion.

The Sangha, the Buddhist religious order included ascetics and laymen.

The Ten Precepts

1. Not taking life 6. Eating moderately and not after
noon.
2. Not stealing 7. Avoiding spectacles such as
singing and dramas
3. Being chaste 8. Not using flowers, perfumes, or
4. Not lying jewelry
5. Not drinking intoxicants 9. Using simple beds
10. Accepting no gold or silver
The Four Noble Truths
1. Right view. How one gains proper knowledge about
illness how he or she becomes ill, endure illness,
and is released from illness.
2. Right aim. The disciple must be prepared to renounce
attachment to the world and give benevolence and
kindness.
3. Right speech. The disciple must not lie, slander, or use
abusive or idle talk.
4. Right action. The disciple must abstain from taking
life, from taking what is not given, and from carnal
(sensual) indulgence.
5. Right living. The disciple must put away wrong
livelihood, acts that are condemned in the fourth step

6. Right effort. The disciple applies the force of his or
her mind to preventing potential evil from arising in
him or herself, to getting rid of evil that has arisen in
him or herself, and to awakening and sustaining good
potentials within him or herself.

7. Right mindfulness. The disciple looks on the body so
as to remain self-possessed and mindful; overcome
the craving common in the world

8. Right concentration. Aloof from sensuous appetites
and evil desires, the disciple enters the first jhana
(meditative state) purity of mind where neither ease
nor ill is felt
Dukkha
Suffering which pervades all human existence which
humans want to avoid

No permanence in the world that is experienced or in the
one who experiences it. The search for permanence in any
expereince leads to dukkha.

Contrary to Hindu belief, in Buddhism the eternal self does
not continue on through a series of bodies.

To Buddhism, a person is an aggregation (accumulation) of
psychological activities, all temporary. Those who seek
permanence of the self will suffer, for no self exists
Tanha
Grasping, craving and coveting

Simple desires of the body do not cause suffering, only a
deep craving or grasping to make permanent what is
impermanent is the cause of suffering (trying to keep
objects, persons and processes which are impermanent
produces suffering).

The End of Suffering
Knowledge or enlightenment puts an end to suffering.
Seeing clearly the nature of a person that there is no
permanent self helps bring an end to craving.

There is nothing to have and nothing to be had

The Eightfold Path or The Middle Path
The path that Buddha discovered between two extremes.

The Brahmins who practiced Vedic rituals in temples and homes appeared too
much identified with worldly endeavours.

The path that leads to Nirvana ( the end of suffering)

The Middle Path is marked by observing all the precepts at the same time.

Requires right understanding and intention and wisdom.

Intention must include proper conduct. Those who seek an end to suffering are
careful in speaking and avoid lying, slander, abusive language.

Injury to living being must be avoided; dishonesty, stealing, drinking intoxicants
and illicit sex lead to suffering.

Correct meditation or contemplation comprises effort, mindfulness, and
concentration
Karma
In Buddhas understanding, is psychological
instead of physical.

At death, the lighted candle is extinguished.
Where does it go? Nothing passes over to
another candle, and nothing remains. When
grasping ceases, humans pass beyond
suffering to the state of Nirvana
Buddhism after Buddha
the first stories of the life of Buddha preserved in the memory of his early
disciples.

The Tripitaka (threefold basket)saying of Buddha in Pali language.

The Theravada Buddhists the elders, monks who imitated the Buddhas ascetic
life to attain enlightenment.

The Mahayana Buddhists those of the great vehicle who emphasized universal
Buddhist enlightenment.

Boddhisattvas In Buddhism , people who have qualified to enter Nirvana, but
who , out of compassion fro others remain available to help others

Buddhism in Asia

Asoka (273- 232 BCE) promoted Buddhism and sponsored Buddhist missionary
activities
Buddhism in China
Tian Tai Buddhism (founded by Chi- Kai or Chi- I, 538 -
597) The Mahayana Buddhist sect of China and
Japan based on the Lotus Sutra. All beings can actualize
their Buddha nature and become Buddhas.

Pure Land Buddhism or Jingtu a belief that a person
can be saved by calling on Amitabha Buddha who sits
on a lotus throne

Buddhism in Japan

Zen Buddhism has its roots on the meditative
practices of India; self-meditation and self-knowledge
and an inward vision

Buddhism and Education
Ideally, education is the principal tool of human growth, essential
for transforming the unlettered child into a mature and responsible
adult.

Must aim to instill values as much as to impart information. It must
be directed, not merely toward developing social and commercial
skills, but toward spiritual nobility.

The entire system of Buddhist education must be rooted in faith
(saddha) faith in the Triple Gem, and above all in the Buddha as
the Fully Enlightened One, the peerless teacher and supreme guide
to right living and right understanding.

Based on this faith, the students must be inspired to become
accomplished in virtue (sila) by following the moral guidelines
spelled out by the Five Precepts.


They must come to know the precepts well, to
understand the reasons for observing them,
and to know how to apply them in the difficult
circumstances of human life today.

Most importantly, they should come to
appreciate the positive virtues these precepts
represent: kindness, honesty, purity,
truthfulness, and mental sobriety. (being
mentally sober).
Learning and wisdom are closely interwoven, the former
providing a basis for the latter.

Wisdom arises by systematically working the ideas and
principles learned through study into the mind, which
requires deep reflection, intelligent discussion, and keen
investigation.

Wisdom is the crown and pinnacle of the entire system of
Buddhist education, and all the preliminary steps in a
Buddhist educational system should be geared toward the
internalization of this supreme virtue.

This wisdom must be generated by methodical mental
training in calm and insight, the two wings of Buddhist
meditation.
It is with this step that education reaches
completion, that it becomes illumination in
the truest and deepest sense, as exclaimed by
the Buddha on the night of his Awakening:
"There arose in me vision, knowledge,
wisdom, understanding, and light.

The highest virtue, compassion, to be instilled
through the process of education. The
Buddhist monk assume the role of a father
than a teacher himself.
Eastern Philosophy of Education: Jainism
A minority religion of India; its views on the
Vedas and deities differ from those of Hinduism.

In Jain temples, 24 role model, Tirthankaras,
often represented by statues.

The last Tirthankara, Mahavira born in 599 BCE
founder of Jainism

In Jainism, a person who has conquered rebirth is
called Jina. Mahavira was a Jina.


Doctrines of Jainism
Sacredness of life, whether human or not is the most important belief.

Causing pain or death leads to human suffering.

The physical world is always subordinate to the soul and should not be
embraced.

Humans can only have relative knowledge no absolute proof of God
exists. The concept, naya God from many perspectives.

The universe is without beginning, so do not believe in a creator god. Their
Jinas collectively, are the Jina, an Absolute.

Jains doctrine of the world the loka is the emptiness of the vast but
finite world.

5 fundamental entities permeate the loka, providing the essentials of life.

The most important of the 5 entities is jiva, which
can be translated soul. Non-soul is divided into
4 entities: motion, rest atoms and space. Jiva acts
through the mechanism of the 4 entities.

In a world of experience, jiva is entangled with
ajiva or non-jiva.

The world comprises individual souls. Some souls
inflict suffering on other souls. There are many
individual souls. In Jainism, the soul is jiva. The
opposite is ajiva, body.
Jains share with Hindus and Buddhists the doctrine of an
absolute law of karma.

However, Jains believe in the absolute nature of soul (jiva),
for even in the very lowest form of life, the soul is present.

The soul accumulates karma through a creatures selfish
desire; it loses karma by unselfish desires.

Human incarnation is the most important; a person who
seeks glory and honour is kept from happiness and wisdom.
Belief in ahimsa (nonviolence). All forms of
violence keep the soul from attaining perfection.

Great care should be exercised to avoid taking life
from any living thing (water is strained to remove
any creatures in it; masks are worn to prevent
breathing in insects; paths are swept before
taking a step).

The only acceptable food is that which does not
cost a life. To avoid eating all living creatures and
cutting any vegetable, the most holy men survive
only on fruits naturally fallen from trees.
Although Jainism has no creator god, it does have temples
for worshippers and meditating the lives of its Tirthankaras
to release their followers from the pain of rebirth.

Sallekhana - in Jainism it is a holy death achieved by fasting.

Jainism forbids the following:
(1) Killing of lives (discourage followers to indulge in
agriculture)
(2) Weapon industry
(3) Intoxicated drinks
(4) Unnecessary travelling.
(5) Extremely stringent ascetic life.

Discourages a man having more than one spouse/wife

Shvetambara, ( Sanskrit: White-robed, or
White-clad) also spelled Shwetambara , one of
the two principal sects of Jainism. The monks and
nuns of the Shvetambara sect wear simple white
garments.

This is in contrast to the practice followed by the
parallel sect, the Diogambara (Sky-clad), which
does not admit women into the ascetic order and
whose monks are always nude.


Karma
The soul acquires karma by ignorance, lack of self
restraint, passions, conceit, lust, unmindfulness, and
activities of the mind and body.

Jainism says that it is the person's intention behind his
action that acquires karma and not merely the action
itself.

For example, a person who accidently kills someone in
a car accident does not acquire as much karma as a
person who murders someone; however, a person who
even thinks about murdering someone acquires as
much karma as someone who actually murders
someone.


Jain Education
Aimed at spiritual attainment with emphasis on
avoiding the following:
- ignorance
- lack of Self restraint
- passion
- unmindfulness
Jain education must aim at inculcating:
- Feel sorry for breaking a vow
- Appropriate behavior towards teacher
- Service to the suffering and deserving
- Discussion on religious subject
- Non-attachment to the body
- Religious meditation


Belief in moksha - which is a place, where all
the liberated Souls live after complete
elimination of all Karmas.

Liberated Souls are known as Siddhs. All
Siddhs live in a pemanent bliss forever in
Moksha and never again return to the cycle of
life and death.
Eastern (Chinese) Philosophy of Education:
Taoism/Daosim
Historical and Cultural Background of Chinese Philosophy
The Chinese had developed religious beliefs, rites and literature
long before the births of the founders of Taoism and Confucianism.

The Chinese have along tradition of myths and folktales (stories
about saviours, destroyers, goddesses, immortality

Folk religion includes methods of communication with ancestors
and deities )ancestors deserve attention and care, hungry ghosts
are uncared for humans can be a persistent problem if their needs
are not met.

Rituals practised burning of money to the departed souls, tables
of food for the hungry ghosts; items sent to the fire

Early Chinese believed in heaven. Heaven is yang and
earth is yin both exist in balance, seeking harmony.

Yang (male element) and yin (female) element but both
are reciprocal as there are always some feminine
characteristics in males and some masculine
characteristics in females.

In Chinese thought, there must be harmony in Yang
and Yin if there is to be peace in the family.

These dynamic balance, harmony and peace flow in
the Tao(Dao).


Taoism/Daoism
The beginning of Taoism as a philosophy in the 6
th
century BCE
attributed to the old sage Lao Tzu.

Lao Tzu wrote the Tao Te Ching tired of living in a corrupt
society, he journeyed to the West (Tibet) on a water buffalo. While
there, he wrote the deeply revered book.

Tao Te Ching :
- focuses on the harmony of opposites
within the peaceful flow of the Tao.
- concept of individuals relationship to society and
nature
- emphasised values of the solitary individual rather
than organized society
- the natural course of things is the best; left
undisturbed, the natural course leads to harmony and
perfection

- artificial structures among persons or in societies
eventually bring discord (disorder).
- the Tao is the mysterious cosmic power present in
all human experience.

Taoists believe that societies suffer when they disregard the
Tao.

Humans cannot conquer nature in the long run.

No formal worship or prayer is necessary in Taoism.

Contemplation and meditation in a quiet way of life are
most helpful in absorbing the way and spirit of the Tao.
A central concept of Taoism is wuwei (do nothing) a lifestyle that emphasizes
quietism and avoids aggression.

Humans need not run the world to know the way of the Tao.

Humans need not seek fame and status; rather should accomplish tasks without
assertion or force.

The best human is the natural human- humans are essentially good and should
seek to live as long as possible, for old age is a sign of wisdom

Disciples of Taoist sages argue that humans can develop mysterious powers to the
extent that wild animals will not attack.

Taoism advocates:
- good government, one that is not corrupt
- avoid wars
- longevity and immortality
- inner strength and resilience (martial arts and tai chi)
The problems for humans:
- their disharmony with the universe
- suffering comes from trying to
conquer nature
- altering the way of the universe
- establishing artificial human
organizations
- creating wars with one another.
Religious Perspective of Taoism
Some Taoists sought special ways to healing and health;
some sought magical and political powers

Promoted faith healing, health and long lives; exorcised
illnesses; used confessions of sins to remove the cause of
illnesses.

Herbal cures to seek immortality

Worship of deities; some beliefs of Taoism rejected by
many Chinese intellectuals.

Rituals and Symbols rituals are not needed except in
magical Taoism; diseases and its cure are important focus in
the earliest accounts of Taosim
Taoism and Education
Does not advocate and systematic and structured
system of education

Differ markedly from the Confucian systematic
education and schools

Belief of Tao that any planned human activity
including education will create disharmony and
discord with nature or the Tao principle.

Ability to reason as a result of education will
alienate man from their natural setting and
eventually leads to creation of artificial systems
and organizations. one of the causes of a
chaotic world.



Essence of Taos educational philosophy
children need not be educated or trained
according to prescribed methods since their
personalities are naturally developed in
consonant with the principle of Tao.

A systematic and well-organized education is
harmful to the natural development of children.

Taoism not a moral responsibility to educate;
hence, did not advoctae any formal teaching and
learning process and curriculum.

No formal interaction between teacher and
student.
Eastern (Chinese) Philosophy of Education:
Confucianism
The most influential philosophy of China.

Founded by Confucius (Kung Fu Tze) (551-470 BCE).

Confucianism is more a philosophy and a way of life than a religion.

Chinese people in both the Peoples Republic of China and beyond the
mainland have maintained respect for the basic values of Confucius.

In the long history of China, Confucianism has interacted with many
different philosophies, religions and political systems.

Degeneration of the Zhou dynasty (the Golden age of China) during
Confucius lifetime but after him , good government and dedicated civil
system was restored.
Confucianism resulted in :
- childrens honour for parents
- leaders of moral exemplars

Born in 551 BCE; son of a soldier in the state of Lu, Shangtung

Raised in the tradition of gentlemen Confucius became a lover of
literature, art, music, archery, traditional ceremonies and life at the
courts of nobles.

Witnessed the injustices of system that burdened peasants with
heavy taxes to support leisure and luxury for the extremely small
ruling class.

Teaching was always his best-received activity; from age of 50 to 55,
he served under the Duke of Lu but left the job as he was
disappointed with the dukes neglect of government.
1. The Teachings of Confucius
Humans are by nature good and learn best through example.

The great need in every society is a model human being a person
who will set an example for others to follow. Confucius called his
model person a Junzi (Chun Tzu) or gentlemen or superior Man.

Junzi is opposite to the narrow-minded person, selfish, petty or
aggressive person.

In the Analects Confucius said: The gentleman is at ease without
being arrogant; the small man is arrogant without being at ease

Belief in the concept of filial-piety
1.1 : Principles of Junzi (Chun-Tzu)
In Li Chi, Confucius present li as the principle of harmony that
should rule the home, society and the empire.

Li ritual, the correct formal way to behave in religious rites or in
court ceremonies (propriety, appropriateness and conformity) and
all these are the opposites of confusion.

1.2: The Five Relationships
Between superior and inferior persons
Ruler and subject
Husband and wife
Elder brother-younger brother
Elder friend-junior friend
Father-son

Although the persons are unequal, each ahs a formal
responsibility to carry out toward the other

The family is formally structured among males

Relationships between ruler and subject entail obligations
on each side.

When humans internalizes the rites, selfishness is
overcome and benevolence takes place and humans act
appropriately in accordance with regulations of society.

The junzi also exhibits ren (jen) which is humaneness as
seen in this famous Confucius saying, Do not impose on
others what you yourself do not desire
1.3: Confucian and Religion
In his teachings Confucius did not speculate much about heaven

His actions, his love for the Chinese classics, and his participation in
traditional rituals indicate his inclinations for worship

To Confucius, religious ceremonies an essential part of life;
participated in sacrifices to heaven, the home of ancestors. Ching
Ming (offering to the ancestors).

However, Confucius emphasised on duties of the living rather than
speculation about the life of the dead.

Belief in the concept of mandate of heaven or Tien Ming when
humans followed this mandate, they prospered, when they disobey
they suffer

Confucius liked rituals and symbols
Confucian Education

Confucius' notion of "learning stresses the importance of not only
learning culture) or acquiring knowledge, but also learning dao or
achieving personal excellence.

Confucian education include :
- following the model of exemplary person
- prioritizing personal excellence
- stressing the ideal of humanistic cultivation in the classics
- taking the cultivation of the sagely character as the
ultimate goal of education.

The educational ideal of the "whole person" put emphasis on the act of
"learning" and self-discipline in the educational process.

The Confucian philosophy of education encompasses the full
understanding of what it means to be the human being during the
classical period in ancient China.


Main aim of Confucian education excel in
examinations based on Confucian classical texts.

Education as a means to secure important posts
and [positions in the government

Principle of education based on mandate from
heaven China to be ruled by Chinese emperor.

Confucian educational principles closely related
to social and political problems.

Confucian ethical principles:
- formation of virtues
Conformity to social, cultural and religious norms and rites
Avoidance of vices
Moderation (Mean)

Confucian Primary School

- Emphasis on training and discipline for mental
concentration
- Children of age 7 received education
- Taught the 5 Great Relationship beginning with parental
obedience


Memorization of Confucian classical texts and other
Chinese philosophers; words of wisdom amongst
children of 7 11 years of age

Memorization about 200 times daily even though
students did not understand the content.

1911 Revolution in China rote learning/memorization
abolished and replaced with modern western learning.

Education from the Confucian perspective relates
to (1) meaning of the value of life; (2) human relation
and (3) human and the universe

Confucius believed that conventional norms
and rituals unite people

Human relationship foster unity and
responsibility amongst people.

Educational principles of Confucius based on
3 core disciplines:

1. Virtues without its knowledge individuals
will be self-centered and the cause of
disunity
2. Need for skill acquisition for survival in
life.
3. Need for arts and aesthetics
Primary education is the core and foundation
o f the entire system of education

Secondary and higher education offshoots

Principle of filial piety should be instilled at
early schooling age

Rote-learning and memorization important to
be mentally focused