eastern+philosophy+of+education+

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Eastern Philosophy of Education: Hinduism

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

Wadsworth.

Origins of Hinduismno historical founder; wasformed before anyone kept written records

Oral traditions preserved in the Vedas

20thcentury excavations in Mohenjo-Daro revealedproofs of early Hindu civilizations of the Aryans

migrated into India about BC.Aryans of Indo-European backgroundhonouredtheir gods by sacrificing animals; the gods portionsent through the smokes rising from sacrificial fire

The gods or devas-manifestation of the supremepower of the Atman Brahman governing the universe

The Asuras are evil powers, hence religion has anethical concern to keep things on the right path; goodover evil


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

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 Manustate 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- honourBrahma, 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 godsactive in the functioning of the universe


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The Laws of Manu4 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; notuniversal- specific to the situation of the particular individual or socialgroup.

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

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

Caste determines ones range of responsibility, the particular work whichone

is engaged


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The results of actions or karmadetermine the successof ones present life, as well as the status of onesrebirth.

Every action has a moral consequences. Based onkarma- the present condition, character andcircumstances of a person are the result of his or her

past deeds.

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

The final goal in life is to seek final release from anyfuture rebirth (moksha).


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Paths to release from bondage of samsara - unity of theatman(individual self) with the Brahman(the underlying reality ofall).

Systems of yogato overcome desire by asserting control of thebody 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 toKrishna.

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

Ahimsa- not-hurting; not causing pain to living beings; the virtuethat incorporates nonviolence .


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Pujadeity worship; distinct from the Vedics acrificial system andusually no actual anima sacrifice (worship of goddesses KaliandDurga).

Hinduism and Education

In Hinduism education is an important means to achieve the fouraims 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 asense of devotion to God; overcome his impurities of egoism and

delusion.

Knowledge can become a destructive force if in the hands of animmoral or evil person bereft of morality and sense of responsibility


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Hindu scriptures recognize two types of knowledge, the lower knowledge and thehigher knowledge

(1) Knowledge of the rites and ritualsconsidered lower knowledge; (2) higherknowledge is the knowledge of Atman and Brahman gained through personalexperience or self-realization.

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

Lower knowledge often equated with ignorance and acquired through senses anddeals 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; heis Brahman himself

Without gurusblessing, a student cannot accomplish much in his life


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In imparting knowledge, teacher sets his own example and hisunderstanding 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 theverses from memory without fault, the guru would not teach himanother.

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

Upon completing his education, the teacher had a right to demand

a gift (gurudakshina) from him either in kind or in cash.


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the teacher, "holding the pupil within him as in

a womb, impregnates him with his spirit, anddelivers him in a new birth." The pupil is thenknown as Dvija, "born afresh" in a newexistence, "twice born" (SatapathaBrahmana). The education that is thus begunis called by the significant termBrahmacharya, indicating that it is a mode of

life, a system of practices.http://www.hinduwisdom.info/Education_in_Ancient_India.html.
http://www.hinduwisdom.info/Education_in_Ancient_India.htmlhttp://www.hinduwisdom.info/Education_in_Ancient_India.htmlhttp://www.hinduwisdom.info/Education_in_Ancient_India.htmlhttp://www.hinduwisdom.info/Education_in_Ancient_India.html


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The Gurukulas:The Abodes of Learning

The Gurukulasystemin ancient Indiaa place where a teacher or a gurulived with his family and establishment and trained the students in varioussubjects

Usually existed in forests away from towns and cities; admission intogurukulasstudents need to convince his discipline, sincerity, desire,determination and level of intelligence before he be given the chance tolearn the advanced subjects.

Life in a gurukulahard; students subjected to rigorous discipline; lived ina 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 nearbystream, do the teachers household, recite scriptures and then beg forfood.


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Students also required show great respect to the members of his gurushousehold even if they were younger than him in age; maintained distancefrom 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 andpurnima.

Student also required to serve his teachermassaged 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 himgave himmedicine and treated him like his own son.


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Punishment

If students slack or showed any sign of moral

misdeed, the teacher took it upon themselves astheir moral responsibility to correct then and putthem in the right path.

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

Parents had little say and almost no control oftheir children at gurukulas.


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Curriculum

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

Some important vocational courses:

- Brahma -vidya (knowledge of Brahman)

- Sarpa-vidya (knowledge of snakes)

- Kshatravidya (knowledge of weapons and martial arts)

- Tantra-vidya (knowledge of chakras and energies).

- Bhuta-vidya (knowledge of spirits and animals)


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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


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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 tobe 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) awandering ascetic

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

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


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Doctrines of Buddhism

Convinced of his doctrines, the 5 ascetics became his disciples. Their

identification with Gautamas experience was the beginning of Buddhistreligion.

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

The Ten Precepts

1. Not taking life 6. Eating moderately and not afternoon.

2. Not stealing 7. Avoiding spectacles such assinging 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


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The Four Noble Truths

1. Right view. How one gains proper knowledge aboutillnesshow he or she becomes ill, endure illness,and is released from illness.

2. Right aim. The disciple must be prepared to renounceattachment to the world and give benevolence andkindness.

3. Right speech.The disciple must not lie, slander, or useabusive or idle talk.

4. Right action. The disciple must abstain from takinglife, from taking what is not given, and from carnal(sensual) indulgence.

5. Right living. The disciple must put away wronglivelihood, acts that are condemned in the fourth step


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

7. Right mindfulness. The disciple looks on the body so

as to remain self-possessed and mindful; overcomethe craving common in the world

8. Right concentration. Aloof from sensuous appetites

and evil desires, the disciple enters the firstjhana(meditative state)purity of mind where neither easenor ill is felt


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Dukkha

Suffering which pervades all human existence whichhumans want to avoid

No permanence in the world that is experienced or in theone who experiences it. The search for permanence in anyexpereince leads to dukkha.

Contrary to Hindu belief, in Buddhism the eternal self doesnot continue on through a series of bodies.

To Buddhism, a person is an aggregation (accumulation) ofpsychological activities, all temporary. Those who seekpermanence of the self will suffer, for no self exists


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Tanha

Grasping, craving and coveting

Simple desires of the body do not cause suffering, only adeep craving or grasping to make permanent what isimpermanent is the cause of suffering (trying to keepobjects, 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 nopermanent self helps bring an end to craving.

There is nothing to have and nothing to be had


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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 toomuch 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 arecareful 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, andconcentration


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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


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Buddhism after Buddha

the first stories of the life of Buddha preserved in the memory of his earlydisciples.

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

The Theravada Buddhiststhe elders, monks who imitated the Buddhas asceticlife to attain enlightenment.

The MahayanaBuddhiststhose of the great vehicle who emphasized universalBuddhist enlightenment.

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

Buddhism in Asia

Asoka (273- 232 BCE) promoted Buddhism and sponsored Buddhist missionaryactivities


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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 actualizetheir Buddha nature and become Buddhas.

Pure Land Buddhism orJingtu a belief that a person

can be saved by calling on Amitabha Buddha who sitson a lotus throne

Buddhism in Japan

Zen Buddhismhas its roots on the meditativepractices of India; self-meditation and self-knowledgeand an inward vision


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Buddhism and Education

Ideally, education is the principal tool of human growth, essentialfor transforming the unlettered child into a mature and responsible

adult.

Must aim to instill values as much as to impart information. It mustbe directed, not merely toward developing social and commercialskills, 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 asthe Fully Enlightened One, the peerless teacher and supreme guideto right living and right understanding.

Based on this faith, the students must be inspired to becomeaccomplished in virtue (sila)by following the moral guidelinesspelled out by the Five Precepts.


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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).


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Learning and wisdom are closely interwoven, the formerproviding a basis for the latter.

Wisdom arises by systematically working the ideas andprinciples learned through study into the mind, whichrequires deep reflection, intelligent discussion, and keeninvestigation.

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

This wisdom must be generated by methodical mentaltraining in calm and insight, the two wings of Buddhistmeditation.


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It is with this step that education reachescompletion, that it becomes illumination inthe truest and deepest sense, as exclaimed bythe 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. TheBuddhist monk assume the role of a fatherthan a teacher himself.


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Eastern Philosophy of Education: Jainism

A minority religion of India; its views on theVedas 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 BCEfounder of Jainism

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


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The most important of the 5 entities isjiva, whichcan be translated soul. Non-soul is divided into

4 entities: motion, rest atoms and space.Jivaactsthrough the mechanism of the 4 entities.

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

The world comprises individual souls. Some souls

inflict suffering on other souls. There are manyindividual souls. In Jainism, the soul isjiva.Theopposite is ajiva,body.


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Jains share with Hindus and Buddhists the doctrine of anabsolute 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 selfishdesire; it loses karma by unselfish desires.

Human incarnation is the most important; a person whoseeks glory and honour is kept from happiness and wisdom.


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Belief in ahimsa (nonviolence). All forms ofviolence keep the soul from attaining perfection.

Great care should be exercised to avoid taking lifefrom any living thing (water is strained to removeany creatures in it; masks are worn to prevent

breathing in insects; paths are swept beforetaking a step).

The only acceptable food is that which does notcost a life. To avoid eating all living creatures andcutting any vegetable, the most holy men surviveonly on fruits naturally fallen from trees.


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Although Jainism has no creator god, it does have templesfor worshippers and meditating the lives of its Tirthankarasto 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 inagriculture)

(2) Weapon industry

(3) Intoxicated drinks

(4) Unnecessary travelling.

(5) Extremely stringent ascetic life.

Discourages a man having more than one spouse/wife


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Shvetambara,( Sanskrit: White-robed, orWhite-clad)also spelled Shwetambara , one ofthe two principal sects of Jainism. The monks andnuns of the Shvetambara sect wear simple whitegarments.

This is in contrast to the practice followed by the

parallel sect, the Diogambara (Sky-clad), whichdoes not admit women into the ascetic order andwhose monks are always nude.


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Karma

The soul acquires karma by ignorance, lack of selfrestraint, passions, conceit, lust, unmindfulness, and

activities of the mind and body.

Jainism says that it is the person's intentionbehind hisaction that acquires karma and not merely the action

itself.

For example, a person who accidently kills someone ina car accident does not acquire as much karma as aperson who murders someone; however, a person whoeven thinks about murdering someone acquires asmuch karma as someone who actually murderssomeone.


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Jain Education

Aimed at spiritual attainment with emphasis onavoiding 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


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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. AllSiddhslive in a pemanent bliss forever in

Mokshaand never again return to the cycle of

life and death.


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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 ancestorsand deities )ancestors deserve attention and care, hungry ghostsare uncared for humans can be a persistent problem if their needs

are not met.

Rituals practisedburning of money to the departed souls, tablesof food for the hungry ghosts; items sent to the fire


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Early Chinese believed in heaven. Heaven is yang andearth is yinboth exist in balance, seeking harmony.

Yang (male element) and yin (female) element but bothare reciprocal as there are always some femininecharacteristics in males and some masculine

characteristics in females.

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

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


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Taoism/Daoism

The beginning of Taoism as a philosophy in the 6thcentury BCEattributed to the old sage Lao Tzu.

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

Tao Te Ching :- focuses on the harmony of oppositeswithin the peaceful flow of the Tao.

- concept of individuals relationship to society andnature

- emphasised values of the solitary individual ratherthan organized society

- the natural course of things is the best; leftundisturbed, the natural course leads to harmony andperfection


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- artificial structures among persons or in societieseventually bring discord (disorder).

- the Tao is the mysterious cosmic power present inall human experience.

Taoists believe that societies suffer when they disregard theTao.

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 aremost helpful in absorbing the way and spirit of the Tao.


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A central concept of Taoism is wuwei (do nothing)a lifestyle that emphasizesquietism 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 withoutassertion 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 theextent 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)


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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.


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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; exorcisedillnesses; used confessions of sins to remove the cause ofillnesses.

Herbal cures to seek immortality

Worship of deities; some beliefs of Taoism rejected bymany Chinese intellectuals.

Rituals and Symbolsrituals are not needed except inmagical Taoism; diseases and its cure are important focus inthe earliest accounts of Taosim


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Taoism and Education Does not advocate and systematic and structured

system of education

Differ markedly from the Confucian systematiceducation and schools

Belief of Tao that any planned human activityincluding education will create disharmony anddiscord with nature or the Taoprinciple.

Ability to reason as a result of education willalienate man from their natural setting andeventually leads to creation of artificial systemsand organizations.one of the causes of achaotic world.


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Essence of Taos educational philosophy children need not be educated or trainedaccording to prescribed methods since their

personalities are naturally developed inconsonant with the principle of Tao.

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

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

No formal interaction between teacher andstudent.


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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 themainland have maintained respect for the basic values of Confucius.

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

Degeneration of the Zhou dynasty (the Golden age of China) duringConfucius lifetime but after him , good government and dedicated civilsystem was restored.


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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 gentlemenConfucius became a lover ofliterature, art, music, archery, traditional ceremonies and life at thecourts of nobles.

Witnessed the injustices of system that burdened peasants withheavy taxes to support leisure and luxury for the extremely smallruling 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 wasdisappointed with the dukes neglect of government.


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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 beinga personwho will set an example for others to follow. Confucius called hismodel person aJunzi(Chun Tzu) or gentlemen or superior Man.

Junziis opposite to the narrow-minded person, selfish, petty or

aggressive person.

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

Belief in the concept of filial-piety


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1.1 : Principles ofJunzi (Chun-Tzu)

In Li Chi, Confucius present li as the principle of harmony thatshould rule the home, society and the empire.

Liritual, the correct formal way to behave in religious rites or incourt ceremonies (propriety, appropriateness and conformity) andall 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


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

The family is formally structured among males

Relationships between ruler and subject entail obligationson each side.

When humans internalizes the rites, selfishness isovercome and benevolence takes place and humans actappropriately in accordance with regulations of society.

Thejunzi also exhibits ren (jen) which is humaneness asseen in this famous Confucius saying, Do not impose onothers what you yourself do not desire

1 3: Confucian and Religion


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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. ChingMing (offering to the ancestors).

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

Belief in the concept of mandate of heaven or TienMing whenhumans followed this mandate, they prospered, when they disobeythey suffer

Confucius liked rituals and symbols


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Confucian Education

Confucius' notion of "learning stresses the importance of not onlylearning culture) or acquiring knowledge, but also learning dao orachieving 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 fullunderstanding of what it means to be the human being during theclassical period in ancient China.


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Main aim of Confucian educationexcel in

examinations based on Confucian classical texts.

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

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

Confucian educational principles closely relatedto social and political problems.


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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 mentalconcentration

- Children of age 7 received education

- Taught the 5 Great Relationship beginning with parentalobedience


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Confucius believed that conventional normsand rituals unite people

Human relationshipfoster unity andresponsibility amongst people.


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Educational principles of Confucius based on

3 core disciplines:

1. Virtueswithout 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


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Primary education is the core and foundationo f the entire system of education

Secondary and higher educationoffshoots

Principle of filial piety should be instilled atearly schooling age

Rote-learning and memorization important tobe mentally focused

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