| The purpose of this study is to investigate the humanistic educational ideas of Confucius as they truly were, and to examine their role in the history of traditional Chinese education. It is the contention of this study that the process of transformation from idea into practice has led to mutilation, adaptation or deliberate reinterpretation of the original set of ideas. The example of the evolution of the humanistic educational ideas of Confucius into a system of education seems to support this contention. It is hoped that this study will help separate that which is genuinely Confucius' from that which tradition has attributed to him; and to understand how this has happened and what consequences have resulted.;Central to Confucius' humanistic educational philosophy are his idea of man, his nature, his relationship with tao, the way that man follows to attain harmony and happiness. These are discussed in conjunction with Confucius' concepts of jen and li. The educational implications of these concepts are stressed. The educational practice of Confucius is further examined with relevance to the methods, curriculum, the concepts of learning and teaching, and the integration of thought and practice. The study argues that Confucius' educational goals, contrary to what tradition held them to be, were non-materialistic, non-utilitarian, and not confined only to the intellectual or moral realm. It further contends that Confucius was an innovator rather than a transmitter. He innovated by placing traditional ideas in a new light, by selecting that which was relevant and discarding anachronistic aspects. He was aptly the creator of new educational ideals, not an apologist for an old one, as tradition held him to be.;Confucius' position in the history of Chinese education is evaluated by examining the historical impact of Confucius on the culture and education of China in the light of the relationship between Confucius, the thinker and educator, and Confucianism the tradition. The birth and development of the Confucian tradition is traced according to two interpretations: imperial patronage of Confucius' ideas and propagation of these ideas by individuals. Various schools of Confucianism from the time of Confucius to the Ching dynasty are discussed with relevance to their educational thought and practice, their adherence to or departure from Confucius' original ideas. In particular, the system of education and the civil service examination system that had evolved down the centuries are critically examined. The findings reveal that only Mencius and the Neo-Confucianists of Sung and Ming dynasties maintained a closer representation of Confucius' educational thought. The study brings forth the issue that Confucius will remain as a subject of controversy as long as he stands for all that is associated with the long history of China's past.;The study concludes that the true influence of Confucius lies in the fact that his educational ideals did provide a rationale for Chinese education for twenty-five centuries. Moreover, Confucius' educational thought contains universal facts about man and society, which might yet be relevant to the education of today.;The method of study is by an examination and evaluation of the educational thought of Confucius within the context of his entire philosophy and his educational practice, as well as in the broader context of Chinese culture and history. Bearing in mind the problem of historical evidence, the life and time of Confucius are examined to shed light on the sources from which Confucius derived and developed his ideas. The basic tenets in Confucius' ethical, political and social ideas are examined to provide the necessary background for the discussion of his educational ideas. |
