Confucian educational philosophy and its implication for lifelong learning and lifelong education

Sun, Qi

doi:10.1080/01411920802343269

Cited by 41 publications

(21 citation statements)

References 16 publications

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“…Confucian ideals emphasise structure, order and harmony (Sun, 2008) and these are clearly evident in routines experienced by children in Hong Kong attending pre-school. Li (2004) draws particular attention to one of these routines as an example: toileting.…”

Section: Why Diversity Is Necessarymentioning

confidence: 99%

“…An alternative perspective could be that teachers in Hong Kong strive to deliver experiences that benefit young children and prepare them to function effectively in a particular cultural context. In line with the inherent value of social cohesion and harmony in Confucian-oriented cultures (Sun, 2008), children's early experiences promote group membership through structured, whole-class activities. Teachers promote a sense of belonging by ensuring that all children understand and are comfortable with a clearly articulated set of expectations for learning and behaviour.…”

Section: Why Diversity Is Necessarymentioning

confidence: 99%

“…It is important to note that, in contrast with many European-American concepts regarding children and their early education, contemporary values in Hong Kong are grounded in a distinct set of traditional Confucian values that originated over two thousand years ago. Confucian principles reflect a view of education as extending well beyond the realm of formal learning environments and emphasise the importance of social harmony through conformity and continual self-'cultivation' (Sun, 2008). Despite years of colonial influence, principles of child-rearing shaped by Confucianism, such as the significance of social hierarchies, moral order and self-improvement for the benefit of the wider social group, continue to dominate the fundamental value systems of Hong Kong people (Ho, 1996;Wu, 1996).…”

Section: Globalisation and Early Childhood In Hong Kongmentioning

confidence: 99%

“…Rather than preparing individuals to complete effectively in knowledge-based economies, a Confucian approach to lifelong learning emphasises harmony and self-realisation through perpetual scholarship and reflection (Sun, 2008). While this article does not seek to extol any particular set of goals and practices as faultless, it is intended to draw attention to risks associated with imposing agendas that disregard local practices and strengths: in this case, a globalised notion of lifelong learning as reflecting capacity to participate in rapidly changing knowledge-based economies, contrasted with a deep commitment to genuine lifelong learning and self-cultivation based on Confucian philosophies (Sun, 2008).…”

Section: Why Diversity Is Necessarymentioning

confidence: 99%

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Avoiding Recolonisation in Early Childhood: Promoting Local Values as Mediators in the Spread of Globalisation

Pearson

2011

Contemporary Issues in Early Childhood

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This article seeks to draw attention to ways in which culturally based values and practices can and should influence implementation of globalised approaches to early childhood education and care across diverse contexts. Recent discussions have drawn attention to complexities associated with assimilation of globalised notions across diverse cultural contexts. This article is situated within such discussions, highlighting patterns of differentiation in the spread of globalisation across aspects of policy and practice. The article's position is that wider promotion of such patterns, as processes through which local values might mediate the impact of globalisation on early childhood services, will support avoidance of global 'recolonisation' of policy and practice. To illustrate, the article draws on examples from Hong Kong, where wide-ranging educational reforms were implemented following withdrawal of the British colonial government in 1997. A range of mixed responses to the reforms has prompted valuable discussions around challenges associated with framing educational development around globalised ideals. These responses are taken as a basis from which to suggest that, while governments across the globe may share a commitment to key goals for early childhood, local values can and should inform approaches to achieving such goals at the level of everyday practice.

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Section: Why Diversity Is Necessarymentioning

confidence: 99%

Section: Why Diversity Is Necessarymentioning

confidence: 99%

Section: Globalisation and Early Childhood In Hong Kongmentioning

confidence: 99%

Section: Why Diversity Is Necessarymentioning

confidence: 99%

See 2 more Smart Citations

Avoiding Recolonisation in Early Childhood: Promoting Local Values as Mediators in the Spread of Globalisation

Pearson

2011

Contemporary Issues in Early Childhood

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“…This implies that teaching by nature is a dual-process of teaching and self-learning (jiaoxue xiangzhang), which means teachers and learners grow mutually through learning from one another. In addition, a qualified teacher has an obligation to be a model of lifelong learning because virtues, such as benevolence, honesty, fidelity, justice, altruism, modesty and other value can only be attained through diligent study and constant self-improvement (Sun, 2008). Learning is primarily an inner-directed self-cultivation exercise in which the subject strives to become a good person.…”

Section: Experienced Teachers In Macau and The Deep-rooted Confucian mentioning

confidence: 99%

The Confucian Educational Philosophy and Experienced Teachers’ Resistance: A Narrative Study in Macau

Hua

Vong²

2016

Front Educ China

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This study investigates experienced teachers' resistance in an era of neoliberalism in Macau. The narratives of three experienced teachers are examined under a post-structuralist framework. The findings indicate that the traditional Chinese Confucian ideology of education guides the experienced teachers' professional practice and offers them an alternative subject position to inhabit that makes it possible for them to establish a critical distance from the prevailing norms imposed by the hegemony of neoliberalism. Such a distance allows the experienced teachers to observe, to think otherwise and consequently to live out a different teaching life and to reassemble their identity around an empowered notion of self. The study concludes that the Confucian ideology of education has contributed to the transformation of the contemporary discursive context of Macau by promising a future for education, a future with a revisioned future rather than a neoliberal incorporation of the past.

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