A Confucian Conception of Citizenship Education

Abstract

This chapter examines a Confucian conception of citizenship education by focusing on Confucius’ teachings and actions as recorded in the Analects (Lunyu). Confucius’ belief in the historicity and potential of human beings motivates him to emphasize the inheritance, acquisition, critical reflection, and appropriation of traditional knowledge for citizenship education. He balances teacher directiveness and student autonomy by foregrounding human beings as both recipients and creators of their own culture. Three main characteristics of a Confucian worldview of citizenship education are highlighted in this chapter: first, that the goal of citizenship education is to nurture junzi (exemplary persons) who perform their social roles and participate actively in their communities in accordance with zhengming (rectification of names); second, that a Confucian citizenship education curriculum reflects a “thick” conception of human good through a substantive framework of beliefs and values that centers on dao (way); and, third, that a recommended pedagogical approach, as demonstrated by Confucius, is dialogue to foster reflective citizens. A Confucian conception of citizenship education as outlined in this chapter debunks the perception that Confucius and Confucianism necessarily promote authoritarian leadership, unquestioning obedience to authority, passive citizenship, and political indoctrination.