Learning from Exemplars in Confucius' "Analects": The Centrality of Reflective Observation

Autor/inn/en	Lai, Yu-Yi; Lai, Karyn
Titel	Learning from Exemplars in Confucius' "Analects": The Centrality of Reflective Observation
Quelle	In: Educational Philosophy and Theory, 55 (2023) 7, S.797-808 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lai, Karyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2022.2132936
Schlagwörter	Confucianism; Educational Philosophy; Reflection; Observation; Ethics; Asian Culture; Ethical Instruction + Suchen Sie Ihr Suchwort? Konfuzianismus; Bildungsphilosophie; Erziehungsphilosophie; Beobachtung; Ethik; Ethics instruction; Teaching of ethics; Ethikunterricht
Abstract	Exemplarism -- the view that exemplary people, whom we admire, are the bearers of our moral concepts -- presents considerable challenges to the (widely-assumed) place of moral "theory" in how we learn to be moral. Exemplarism has been garnered by Amy Olberding to articulate a Confucian approach to moral learning. This paper extends Exemplarism by considering how it may be put into practice, based on a seminal Confucian text, the "Analects of Confucius." To date, the majority of discussions on Confucian ethics that have brought Confucian philosophy to the attention of Anglophone scholars tend to focus on conceptually-based matters. There remain questions regarding how these values may be inculcated and "embodied" in our moral lives. Central to our proposal is the practice of reflective observation ("guan" [character omitted]), comprised by three integrated components: observation, evaluation, and emulation. Observing, reflectively, is important not only for an individual's acculturation to existing norms and practices but also for how they may subsequently exercise some latitude over their moral practices. Our reflections offer a practical approach to Confucian moral learning. In doing so, we demystify moral learning in Confucianism and open up avenues for future cross-tradition dialogues on moral education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01