Book contents
- The Cambridge Handbook of Ethics and Education
- The Cambridge Handbook of Ethics and Education
- Copyright page
- Epigraph
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface
- Acknowledgments
- Part I Traditions in Ethics and Education
- 1 Ancient Chinese Ethics and Education
- 2 Ancient Greek and Roman Ethics and Education
- 3 Ubuntu Ethics and Education in Southern Africa
- 4 Ethical and Environmental Knowledge and Education
- 5 Ethics, Education, and the Inheritance of Abraham
- 6 Prioritizing Outcomes
- 7 Freedom and the Ethics of Educational Authority
- 8 Moral Education in the Virtues
- 9 The Ethics of Bildung and Liberal Education
- 10 American Pragmatism, Democratic Ethics, and Education
- 11 Radical Ethics
- 12 The Ethics of Phenomenology and Hermeneutics in Education
- 13 Feminist Ethics and the Contradictions of Gender
- 14 Postmodern/Poststructuralist Ethics and Education
- Part II Ethics and Education in Practice
- Part III Emerging Ethical Pathways and Frameworks
- Index
- References
1 - Ancient Chinese Ethics and Education
from Part I - Traditions in Ethics and Education
Published online by Cambridge University Press: 07 March 2024
By
Book contents
- The Cambridge Handbook of Ethics and Education
- The Cambridge Handbook of Ethics and Education
- Copyright page
- Epigraph
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Preface
- Acknowledgments
- Part I Traditions in Ethics and Education
- 1 Ancient Chinese Ethics and Education
- 2 Ancient Greek and Roman Ethics and Education
- 3 Ubuntu Ethics and Education in Southern Africa
- 4 Ethical and Environmental Knowledge and Education
- 5 Ethics, Education, and the Inheritance of Abraham
- 6 Prioritizing Outcomes
- 7 Freedom and the Ethics of Educational Authority
- 8 Moral Education in the Virtues
- 9 The Ethics of Bildung and Liberal Education
- 10 American Pragmatism, Democratic Ethics, and Education
- 11 Radical Ethics
- 12 The Ethics of Phenomenology and Hermeneutics in Education
- 13 Feminist Ethics and the Contradictions of Gender
- 14 Postmodern/Poststructuralist Ethics and Education
- Part II Ethics and Education in Practice
- Part III Emerging Ethical Pathways and Frameworks
- Index
- References
Summary
This chapter explores the concept of virtue (de) in Confucianism and Daoism, which are the two prominent indigenous traditions in ancient China. It is argued that virtue, from an ancient Chinese paradigm, is essentially about moral excellence and influence. In the Confucian traditions, virtue is manifested in the exaltation of moral goodness and ethical charisma of exemplary persons. In the Daoist traditions, virtue is encapsulated in the emptying of one’s heart-mind and in noncoercive action. Chinese ethics in the ancient past stress the utmost importance of (inter)personal cultivation of virtues and role-modeling. School leaders, teachers, students, and other educational stakeholders should develop themselves and others morally so as to collectively achieve dao (the Way), which is a shared vision of human excellence.
- Type
- Chapter
- Information
- The Cambridge Handbook of Ethics and Education , pp. 5 - 23Publisher: Cambridge University PressPrint publication year: 2024
References
Ames, Roger T. Confucian Role Ethics: A Vocabulary. Hong Kong: Chinese University Press, 2011.Google Scholar
Ames, Roger T., and Hall, David L.. Daodejing, “Making This Life Significant”: A Philosophical Translation. New York: Ballantine Books, 2003.Google Scholar
Ames, Roger T., and Rosemont, Henry. The Analects of Confucius: A Philosophical Translation. New York: Ballantine Books, 1998.Google Scholar
Burbules, Nicholas C. “Reasonable Doubt: Toward a Postmodern Defence of Reason as an Educational Aim.” In Critical Conversations in Philosophy of Education, edited by Kohli, Wendi, 82–102. New York: Routledge, 1995.Google Scholar
Chan, Wing-tsit. A Sourcebook in Chinese Philosophy. Princeton, NJ: Princeton University Press, 1963.Google Scholar
Chin, Ann-ping. The Authentic Confucius: A Life of Thought and Politics. New York: Scribner, 2007.Google Scholar
Cua, Antonio S. “Competence, Concern, and the Role of Paradigmatic Individuals (Chün-tzu) in Moral Education.” Philosophy East and West 42, no. 1 (1992): 49–68.Google Scholar
Cua, Antonio S. “Early Confucian Virtue Ethics: The Virtues of Junzi.” In Dao Companion to Classical Confucian Philosophy, edited by Shen, Vincent, 291–334. Dordrecht: Springer, 2014.Google Scholar
Cua, Antonio S. Ethical Argumentation: A Study of Hsun Tzu’s Moral Epistemology. Honolulu: University of Hawaii Press, 1985.Google Scholar
Day, Christopher, Sammons, Pam, and Gorgen, Kristine. Successful School Leadership. Reading: Education Development Trust, 2020.Google Scholar
De Bary, W. M. Theodore, and Bloom, Irene. Sources of Chinese Tradition: From Earliest Times to 1600, 2nd ed., vol 1. New York: Columbia University Press, 1999.Google Scholar
Gardner, Daniel K. The Four Books: The Basic Teachings of the Later Confucian Tradition. Indianapolis: Hackett, 2007.Google Scholar
Gier, Nicholas F. “The Dancing Ru: A Confucian Aesthetics of Virtue.” Philosophy East and West 51, no. 2 (2001): 280–305.Google Scholar
Graham, Angus C. How Much of Chuang Tzu Did Chuang Tzu Write? Singapore: Institute of East Asian Philosophies, 1986.Google Scholar
Hall, David L., and Ames, Roger T.. Thinking through Confucius. Albany: State University of New York Press, 1987.Google Scholar
Halstead, Mark J. “Moral Education.” In Encyclopaedia of Cross-Cultural School Psychology, edited by Clauss-Ehlers, Caroline S., 630–631. Boston: Springer, 2010.Google Scholar
Hansen, Chad. “Chinese Language, Chinese Philosophy and Truth.” Journal of Asian Studies 44 (1985): 491–517.Google Scholar
Hutton, Eric. L. Xunzi: The Complete Text. Princeton, NJ: Princeton University Press, 2014.Google Scholar
Ivanhoe, Philip J., and Van Norden, Bryan W., eds. Readings in Classical Chinese Philosophy, 2nd ed. Indianapolis: Hackett, 2001.Google Scholar
Knights, David, and O’Leary, Majella. “Leadership, Ethics and Responsibility to the Other.” Journal of Business Ethics 67, no. 2 (2006): 125–137.Google Scholar
Knoblock, John. Xunzi: A Translation and Study of the Complete Works, vol 1. Stanford, CA: Stanford University Press, 1988.CrossRefGoogle Scholar
Lao, Sze-Kwang. “On Understanding Chinese Philosophy: An Inquiry and a Proposal.” In Understanding the Chinese Mind: The Philosophical Roots, edited by Allison, Robert E., 265–293. Hong Kong: Oxford University Press, 1989.Google Scholar
Lee, Yueh-Ting, Yang, Honggang, and Wang, Min. “Daoist Harmony as a Chinese Philosophy and Psychology.” Peace and Conflict Studies 16, no. 1 (2009): 68–81.Google Scholar
Leithwood, Kenneth, Harris, Alma, and Hopkins, David. “Seven Strong Claims about Successful School Leadership Revisited.” School Leadership & Management, 2019, advance version. DOI: 10.1080/13632434.2019.1596077, 1–18.Google Scholar
Lipman, Matthew. Lisa, 2nd ed. Caldwell, NJ: Institute for the Advancement of Philosophy for Children, Montclair State College, 1983.Google Scholar
Lipman, Matthew. Thinking in Education, 2nd ed. Cambridge: Cambridge University Press, 2003.Google Scholar
Nuyen, Anh Tuan. “Moral Obligation and Moral Motivation in Confucian Role-Based Ethics.” Dao 8 (2009): 1–11.Google Scholar
Slingerland, Edward. Confucius: Analects with Selections from Traditional Commentaries. Indianapolis: Hackett, 2003.Google Scholar
Slingerland, Edward. “Virtue Ethics, the ‘Analects,’ and the Problem of Commensurability.” The Journal of Religious Ethics 29, no. 1 (2001): 97–125.Google Scholar
Sturgeon, Donald. “Zhuangzi, Perspectives, and Greater Knowledge.” Philosophy East and West 65, no. 3 (2015): 892–917.Google Scholar
Sun, Key. “How to Overcome without Fighting: An Introduction to the Taoist Approach to Conflict Resolution.” Journal of Theoretical and Philosophical Psychology 15, no. 2 (1995): 161–171.Google Scholar
Tan, Charlene. “Conceptualising Social Justice in Education: A Daoist Perspective.” Compare: A Journal of Comparative and International Education 51, no. 4 (2021): 596–611.CrossRefGoogle Scholar
Tan, Charlene. “A Confucian Conception of Critical Thinking.” Journal of Philosophy of Education 51, no. 1 (2017): 331–343.Google Scholar
Tan, Charlene. “A Confucian Perspective of Self-Cultivation in Learning: Its Implications for Self-Directed Learning.” Journal of Adult & Continuing Education 23, no. 2 (2017): 250–262.Google Scholar
Tan, Charlene. Confucian Philosophy for Contemporary Education. London: Routledge, 2020.Google Scholar
Tan, Charlene. “The Learning School through a Daoist Lens.” Oxford Review of Education 46, no. 3 (2020): 393–407.Google Scholar
Tan, Charlene. “Rethinking the Notion of the High-Performing Education System: A Daoist Response.” Research in Comparative and International Education 16, no. 1 (2021): 100–113.Google Scholar
Tan, Charlene. “Revisiting Donald Schön’s Notion of Reflective Practice: A Daoist Interpretation.” Reflective Practice 21, no. 5 (2020): 686–698.Google Scholar
Tan, Charlene, and Wong, Yew Leong. “Moral Education for Young People in Singapore: Philosophy, Policy and Prospects.” Journal of Youth Studies 13, no. 2 (2010): 89–102.Google Scholar
Tu, Weiming. Confucian Thought: Selfhood as Creative Transformation. Albany: State University of New York Press, 1985.Google Scholar
Tu, Wei-ming. “Confucius and Confucianism.” In Confucianism and the Family, edited by Slote, Walter H. and DeVos, George A., 3–36. Albany: State University of New York Press, 1998.Google Scholar
Xing, Yijun, and Sims, David. “Leadership, Daoist Wu Wei and Reflexivity: Flow, Self-Protection and Excuse in Chinese Bank Managers’ Leadership Practice.” Management Learning 43, no. 1 (2011): 97–112.Google Scholar
Yao, Xinzhong. An Introduction to Confucianism. Cambridge: Cambridge University Press, 2000.Google Scholar
Zhao, Guoping. “Transcendence, Freedom, and Ethics in Levinas’ Subjectivity and Zhuangzi’s Non-being Self.” Philosophy East & West 65, no. 1 (2015): 65–80.Google Scholar
Ziporyn, Brook. Zhuangzi: The Essential Writings with Selections from Traditional Commentaries. Indianapolis: Hackett, 2009.Google Scholar
- 1
- Cited by