A Critique of Confucian Learning: On Learners and Knowledge

Autor/in	Hung, Ruyu
Titel	A Critique of Confucian Learning: On Learners and Knowledge
Quelle	In: Educational Philosophy and Theory, 48 (2016) 1, S.85-96 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2015.1084220
Schlagwörter	Confucianism; Criticism; Epistemology; Classification; Ethics; Educational Philosophy; Moral Values; Knowledge Level; Learning Processes + Suchen Sie Ihr Suchwort? Konfuzianismus; Kritik; Erkenntnistheorie; Classification system; Klassifikation; Klassifikationssystem; Ethik; Bildungsphilosophie; Erziehungsphilosophie; Moral value; Ethischer Wert; Wissensbasis; Learning process; Lernprozess
Abstract	In Confucianism, the subject of learning is one of the most important concerns. For centuries, Confucian thinkers have been devoted to seeking answers to questions such as, how to be a morally noble and decent human being? (??), how to be a true and moral human being--a noble man? (junzi, ??) and how to learn to be a junzi? A "junzi" can be described as "an ideal person". For Confucian thinkers, the concept of learning is not only an epistemological problem but also, or perhaps more importantly, an ethical one. Confucian learning can be defined as a particular process of obtaining a certain knowledge in order to become a junzi. The aim of this article is to first introduce the Confucian hierarchy of learning and knowledge. Next, the typology of Confucian knowledge and learners is considered. The author makes a critical enquiry into the Confucian epistemology, and by doing so, attempts to reveal implied limitations and weaknesses. In the final section, the author argues that the Confucian classical text Li Ji revises, in part, the Confucius' hierarchical view of learner and knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01