| Purpose. Science and technology have no doubt been a great help in adding to knowledge and improving living standards of human beings. However, recently, many educators have begun to feel their negative impact on our education. This study will explore the Analects to discover and describe an alternative educational understanding for the Chinese Church which will complement the scientific-technological approach in education.;Procedures. The hermeneutics described by Gadamer will be used in this study. The text of the Analects is interpreted and organized around the three core concepts of Confucius, jen, li and i. After extensive discussion of each concept, implications for education are drawn to answer three questions. (1) What educational goal can be formulated in accordance with the concept stated? (2) How does Confucius motivate learners toward that goal? (3) What materials and teaching methods are needed for achieving that goal?;Results. This study argues that Confucius' ideas may complement science and technology in education and be helpful to the educational ministry of the church. While the focus of science-technology is on cognitive development, Confucius claims that self-realization which involves the whole person should be the foundation of human effort. Cognition, affection, and intuition are of equal importance. In the process of pursuing truth, the scientific-technological approach tries hard to apply methodology and to detach itself from tradition and affection in order to maintain objectivity. For Confucius, persons not only cannot but also should not separate themselves from tradition and affection which are parts of our being. Tradition provides both moral vision for living a quality life and the basis of being for us to grow. Having affection for our family, close-knit groups and society will support us in pursuit of truth and keep us heading in a meaningful direction. Confucius' emphasis on how to meet the unique needs of individuals and situations can be viewed as a complement to the tendency to uniformity in the scientific-technological ideology. His emphasis on the nurture of the learners' creative use of experience in education can balance the role of professionalism in the scientific-technological ideology. ftn*Originally published in DAI Vol. 50, no. 11. Reprinted here with corrected bibliographic information. |
