Confucian-Islamic Dialogue 与儒家和伊斯兰教的对话: with Tu Weiming and Seyyed Hossein Nasr

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This video shows a talk held by the Ali Vural Ak Center for Global Islamic Studies at George Mason University in 2010. Featuring Tu Weiming, Harvard-Yenching Professor of Chinese History and Philosophy and of Confucian Studies at Harvard University, and Dr. Seyyed Hossein Nasr, University Professor of Islamic Studies at the George Washington University, the subject of discussion is Confucian-Islamic cooperation in a globalising world.

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Humanism and Education in Islam and Confucianism 人文教育在伊斯兰教和儒教

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Humanism

The meaning of the word ‘humanism’ refers to the significance of human beings in society. As the Russian philosopher Nikolai Berdyaev (1949) stated, humanism “not only states the question of the human person but also that of society…of the relations between men” (p. 23). Thus, Humanism is about the development of the individual, and about maintaining good relations between people. The emphasis on society is shown in educational thought. For instance, in nineteenth century Germany, teachers of Greek and Latin were called umanista as they taught studia humanitatis or humanistic studies, including literature and history (Kristeller, 1955). Humanities faculties in today’s universities have kept this namesake as most areas of study in these fields are concerned with human nature, behaviour, and action. Subjects like philosophy and politics, for example, reflect on the meaning of humanity and the potential for human beings to achieve dignity, freedom, and significance (Manzo, 1997). However, while these traditions in the West are well-explored in the literature, Eastern philosophies such as Daoism and Sufism are often thought to focus on the supernatural and mystical. This article examines rational humanism from an Eastern perspective by focusing on Islamic and Confucian thought.

The humanist tradition of prioritising the human being’s existence, duties, and potentials is found throughout classical Islam (Tan & Ibrahim, 2017). For instance, human beings are thought to be filled with God-consciousness, living to fulfil the task of serving God in their lifetimes. The Qur’an says that God “(is) the One Who (has) made you successors (of) the earth and raised some of you above others (in) ranks, so that He may test you in what He has given you.” (Surah Al-An’am, 6:165). A human’s task is to serve God and take responsibility for their reason. So even though humans are not the absolute rulers of the world, as agents of God, they are responsible for establishing good relations with God, other humans, and the earth. This involves setting up societies based on human values of freedom, peace, and tolerance.

Tan and Ibrahim (2017) also point out that Islam’s ideology of humanism gives people the hope of achieving moral perfection when guided by religion. However, the religious aspect of this statement should not be overemphasised. Although God plays a central role in Islam, the way to God and moral perfection involves cultivating human skills, including reason, empathy for others, and knowledge. Adab is an important Islamic concept here. Abi-Mershed (2009) states that adab originally meant rules of conduct in social and political relationships, but later by the eighth and eleventh century referred to ethical ways of learning and engaging in the world. Through adab, humans can achieve self-actualisation, develop peace in the world, and be closer to the moral perfection of God.

In the Confucian tradition, human relationships and right education are central to harmony and order. As the Analects states, Confucius’s son, Boyu (伯魚), said that his father taught no secret doctrine. He only asked if his son had learnt poetry and the rites (16.13). In that case, learning poetry, music, and rites among a community of friends are important rituals for attaining humanity. Throughout the Analects, it describes how Confucius tried to apply the right pronunciation to the reading of poetry, and order sections of songs in the right order (Analects, sections 7 and 9, for example). Like Islam, the potential to develop moral perfection comes from organising society according to the correct principles, and developing human character through knowledge.

The spiritual side of Confucianism is debated. For instance, some scholars note that central to Confucianism is the concept of tian or Heaven. In the Analects 7.23, Confucius states that Heaven is the author of his virtue, and only Heaven understands him (14.35). Tu Wei-ming (2001) even introduced the idea of an ‘anthropocosmic’ system to describe a worldview where the human relationship to the world is one where tian is in perfect harmony with ren (persons), forming the greater triad of tianren-earth relations. By existing in such a system, human beings are able to achieve moral goodness through the practice of “praiseworthy behaviours, thoughts, and actions of sage-kings” (Tan & Ibrahim, 2017, p. 5). In other words, attaining harmony with tian and human beings is an ongoing and dynamic process where culturally, socially, and cosmically, human beings can be transformed.

On the other hand, while this cosmological aspect of Confucian humanism is discussed, Kato (2016) states that Confucius avoided discussing themes such as human nature and tian in detail. Confucius’s original vision was in the practical and present, while later Confucian scholars extended his doctrines to the metaphysical and spiritual. What this means is that the original Confucian teachings can be understood in ideas about teaching and learning or for Confucius, the here and now.

Western humanism developed from the practice of rhetoric of speech in ancient Athens. In a similar way, Confucianism uses li or private and public ritual to develop social harmony and self-cultivation. Li can be thought of as a system of language and body that communicates with others. Rituals express complex emotions towards ancestors, parents, colleagues, etc., that, accompanied by sincere feelings and intentions, send messages that words alone are unable to express. For example, taking part in tea and coffee ceremonies in Chinese, Japanese, Arabian, and Serbian cultures, sends messages of respect, hospitality, and willingness to take part in social engagement.

Teaching ritual practices is a key part of Confucian education, and it places humanist values of social relationships and human capabilities at its centre. Rather than attain moral perfection through divine intervention or luck, human actions through li are what leads to learning. The Great Learning uses the analogy of “carving and grinding” when discussing moral cultivation (section 3). In general, learning is about repeating, internalising, and applying knowledge. In moral cultivation, a similar process takes place, where self-reflection, correction, and interaction with the teacher places ritual and learning within a communitarian framework (Tu, 1985; Tan & Ibrahim, 2017). With a sincere heart-mind, one can begin to understand what is to be learnt by expressing themselves with the right words. This contrasts ideas about learning that are passive and require constant repetition and remembering. Learning in Confucianism involves investigating things, imagination, and rationality. The Great Learning highlights that students, “encountering anything at all in the world…must build on what they already know of principle and probe still deeper, until they reach its limit” (cited in Gardner, 2007, p. 7-8). The student is required to dedicate themselves to questioning, problem-solving, and in Confucius’s case, learning from the old: to “review what is old as to know what is new” (Doctrine of the Mean, section 27).

Aside from the Islamic emphasis on God-consciousness, Confucianism and classical Islam both situate human beings as central agents that are required to perform moral duties in their lives. Perfection is possible if humans take part in moral education that encourages people to use their faculties of reasoning to achieve adab and li, which involves self-actualisation and building dynamic relationships with others. Such principles are increasingly relevant in the West as higher education learning and teaching becomes commercialised through vocational workplace training.

Confucian Sayings- 儒家的智慧

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30.08

The Philosopher’s Zone: Confucius says… 哲学: 孔子话 …

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In this audio clip, The Philosopher’s Zone podcast interviews professor in philosophy Roger Ames on his thoughts on Confucian role ethics. Ames discusses the Western idea of individualism versus the Chinese relationally-constituted self, and what it means to be a person today.

Confucian self

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Book Extract- The Chinese Path and the Chinese School: Interviews with Leading Chinese Academics 道路自信:中国为什么能

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Guo Book

Since its founding in 1949, China has developed from an extremely poor country into a global power. After developing its industrial system under Chairman Mao, China opened up to the global economy and became the world’s second largest economy, maintaining a double-digit growth rate for over 30 years. To do this without engaging in war and maintaining stable domestic conditions has been unprecedented in modern history. For other countries, China represents an alternative path to development that involves applying development models that match different histories, cultures, and national and regional conditions.

In 2012, President Xi promoted the ‘Chinese Dream’ as a vision for China’s development over the next decades. Through a top-down political campaign, the Dream has been a main theme in the majority of Xi’s public speeches and in Chinese media and scholarly publications. In 2014, for example, 8,249 articles with “China dream” (zhongguo meng, 中国梦) in the title had been published within China according to the CNKI China academic journals database (Callahan, 2014). By 2017, this number has increased to 53,679 articles.

The concept of the Dream is based on China’s historical experience and the desire for rejuvenation following the Century of Humiliation (bainian guochi,  百年国耻) and colonialization by Western powers. Chinese people have been presented with many ideas describing collective aspirations for national independence, common prosperity, and the recovery of the Chinese nation from feudal backwardness. The Dream combines all of these past slogans, including ‘peaceful rise’ and ‘harmonious society’, by emphasising sustainable development, common prosperity, and independence from foreign domination through a system of socialism with Chinese characteristics guided by the Communist Party of China.

The following is an extract from Maya X. Guo’s book The Chinese Path and the Chinese School: Interviews with Leading Chinese Academics 道路自信:中国为什么能. In it, Guo interviews a number of Chinese academics on topics around China’s development, including the prospect for democracy, the future of socialism in Chinese modernisation, and Chinese maritime strategy. In the section titled Century-old Quest for Renewal: The CPC’s Evolving Narrative and Historical Mission, Guo interviews Professor Cao Jinqing from East China University of Science and Technology. The following views and opinions expressed in this extract are those of the authors and do not necessarily reflect the Confucian Weekly Bulletin.

Maya: In his first speech after being elected China’s president on March 17, 2013, Xi Jinping gave a detailed account of the Chinese Dream, a dream of the great renewal of the nation. How do you understand this concept in the context of the Communist Party of China’s (CPC’s) narrative?

Cao Jinqing: By proposing this concept, the CPC has revisited the narrative of the century-old pursuit of national independence and modernisation. The Chinese Dream means the completion of a modernately prosperous society in all respects when the CPC celebrates its centenary, and turning China into a modern socialist country that is prosperous, strong, democratic, culturally advanced and harmonious when the People’s Republic of China (PRC) marks its centenary. The Two Centenary goals are based on a historical narrative different from the CPC’s conventional narrative. The new narrative appeals to all those who remain committed to the quest for national renewal, including Chinese people on the mainland and in Hong Kong, Macao and Taiwan as well as overseas Chinese.

Maya: How is it different from the previous narrative? How did the previous narrative justify the CPC’s ruling status?

Cao Jinqing: The previous narrative was a Marxist-Leninist narrative. It was also a conventional narrative of the CPC. The CPC’s vision of Chinese history provides an important ideological perspective from which to explain the legitimacy of its political power. The publication of Chairman Mao Zedong’s article “On New Democracy” in 1940 marked the establishment of the Party’s conventional vision. The article answered questions about China’s past, present and future in Marxist terms: China had evolved through the stages of a primitive society, a slave society and a feudal society like other countries. Had it not been for the invasion of imperialist powers, China would have gone on to evolve into a capitalist society. The Opium War (1840-42) interrupted its routine course of development and reduced the country to a semi-colonial and semi-feudal society. The exploitation of imperialism and feudalism was the root cause of China’s poverty and decline. Under those circumstances, fighting against imperialism and feudalism was the top priority of the Chinese nation. Going forward, China would experience in turn a new-democratic society, a socialist society and finally a communist society.

The theory redefined the history of the Chinese nation, giving rise to a comprehensive new vision of history. This vision, which applied the philosophy of Marxist materialist history to China, was one of the most important reasons for the success of the CPC. As it satisfied their spiritual needs, it attracted numerous disillusioned and hopeless intellectuals to Yan’an, the onetime headquarters of the CPC, making the small town along the Yellow River a gathering place of China’s top talents. One of the prime reasons why the CPC defeated the Kuomintang (KMT) in the civil war was that the former seized the ideological high ground. It did so precisely by establishing a new vision of history. In keeping with this vision, Mao led the Chinese nation in advancing socialism. He exercised political power confidently because he believed he was on the side of truth.

Maya: Why is a vision of history so important? How could it make such a big impact on Chinese intellectuals?

Cao Jinqing: That’s because China is a nation imbued with a strong historical awareness. China does not have a Western-style religion or philosophy. The role of history in China is equivalent to those of history, philosophy and religious beliefs combined in the West. History maintains the cultural identity of the Chinese nation. Qing Dynasty historian Zhang Xuecheng (1738-1801) made a good point when he said, “All the six classics come down to history.”

History lays the foundation of the Chinese culture. When China was a traditional agrarian society, the Chinese lived in clans. Each clan had its history, which helped it evolve by building upon past achievements. While ordinary people were attached to their clans, officials cared about their fiefdoms and the entire kingdom, which also had a history. The Chinese have long been aware of the value of visions of history. The classic works Spring and Autumn Annals and Records of the Grand Historian enabled us to identity with out common ancestor Huangdi and our common history. Visions of history are the center of the Chinese culture. At a minimum, they represent the shared cultural identity of the Han ethnic group.

After the Opium War, which marked the beginning of the modern era in China, Chinese intellectuals focused on reshaping China’s vision of history as they learned from the West to promote the country’s economic, political and cultural transition. Creating a new vision of history was considered a pivotal task for those who aspired to state power. The trailblazer in this field was Kang Youwei (1858-1927), a political thinker and reformer who accepted the Western evolutionist philosophy of history. After the May Fourth Movement, an anti-imperialist and anti-feudal political movement from 1919, a group of radical intellectuals turned to Marxist-Leninism. I think the most powerful past of this theory is its vision of history, with which the CPC reconstructed China’s history based on the historical stages of the West.

Regressive history and cyclical history are two traditional Chinese visions of history. The theory of cyclical history, coupled with the Mandate of Heaven, justifies the replacement of an old dynasty by a new one and the rule of a new emperor. The CPC modified this traditional narrative and repackaged it in Marxist language. But the underlying idea remained the same: Those who gain popular support will gain state power; those who lose popular support will lose state power. The CPC’s revolutionary narrative is consistent with the Confucian view of revolution: The Party, which represented the will of the people, overthrew a regime that had lost the Mandate of Heaven…In the CPC’s narrative the concept of the Mandate of Heaven was replaced by “rules of historical development.”

The Chinese Dream has returned to the narrative of the 100-year pursuit of national independence and modernisation, a process in which the Chinese strived to save China from being conquered, bring prosperity to the nation, and catch up with Western powers.

For the latest updates on the Chinese Dream, see Xinhua’s (2016) Chinese Dream webpage.

Confucian Sayings- 儒家的智慧

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Quote 20.7

‘The Confucian Puzzle’ Part Two: Remonstration and Obedience ‘儒家难题’ 第二部分: 规劝和服从

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Father-Son

The ‘son-covering-father’ story in The Analects (13.18) has caused a lot of controversy. When the Duke of Sheh says that ‘Among us here there are those who may be styled upright in their conduct. If their father have stolen a sheep, they will bear witness to the fact’, Confucius replies that ‘Among us, in our part of the country, those who are upright are different from this. The father conceals the misconduct of the son, and the son conceals the misconduct of the father. Uprightness is to be found in this [italics added].” The implication is that not disclosing a crime is morally acceptable if the criminal is a family member, raising the question as to whether filial obligation should override civil obligations or social justice. The passage mirrors a section of Plato’s Euthyphro, which examines whether prosecuting one’s father is a pious thing to do. Sophocles’s Antigone explores a similar theme by showing the struggles of Antigone and the dispute between obeying the laws of the gods, familial loyalty, and social decency.

In the last article on the Confucian Puzzle, valuing family as much as moral integrity and human worth failed to justify why the son should cover for his father’s theft. For example, if Xiao (love for the family) is understood as a convenient setting to develop love towards others (Ren), then the son is morally obliged to report the father since he would be in a position of extending family love towards others and sacrificing the means of family love towards the more important principle of loving others. On the other hand, if Xiao is of equal importance or at least as important as Ren, it is unclear how one should decide which principle to compromise. To assume that turning the father in to authorities would do more harm for the father than the sheep owner is only speculative. Imagine that the stolen sheep was the sheep owner’s only income, the last sheep in his stock, or the only meal left for his family. In such a case, surely covering for the father would do the sheep owner more harm since he would have no means of claiming compensation or recovering his stolen stock. Finally, the claim that Xiao should simply never be compromised also does not answer the puzzle. In a life-threatening situation, there is no moral reason why the son should not report the father as valuing Xiao as tradition does not adequately justify why valuing family love is more important than all other virtues.

Another approach to solving the puzzle is mentioned in Li’s (2012) article. The solution involves understanding different value systems. If family as a whole is more important than each individual and is prioritised in society, then the son should preserve his family’s flourishing by covering his father’s crime. But there are two problems with this conclusion. On the one hand, the meaning of ‘family flourishing’ is unclear. Does family flourishing refer to an increase of wealth, the closeness of the whole family, or the well-being of each family member? Likewise, individual flourishing can also mean wealth, psychological and social well-being, or even the capacity to face adversity (Faulk et al., 2012). To sacrifice individual flourishing for family flourishing is a tricky argument as there are no guidelines as to how one determines that the quality and quantity of the family’s flourishing should outweigh the quantity and quality of the individual’s or the sheep-owner’s flourishing. Such an argument essentially involves the utilitarian approach of satisfying the preferences of the majority over the minority.

When applied at large, ordering society based on familial flourishing could lead to discrimination and prejudice. Suppose that a society made of family units valued harmony within and between families. Reporting abuse in a family would risk disgracing the family, upsetting other family members, and exposing the culprit, resulting in strained family relations. So, it could be argued that keeping quiet about family abuse would be justified as it would avoid risking any damage to familial flourishing. Structuring the economy around familial wealth, where businesses and companies were all run by families, would also create an unfair advantage to in-group members (those in the families) while discriminating against qualified non-familial members. This produces a counter-intuitive moral system and goes against the Confucian ideal where humaneness is developed by setting others up and achieving access for others (The Analects, 6.30). The emphasis on Xiao, while relevant to understanding ideas of learning and devotion during the Zhou era in China, need to be taken in context. As Eno (2015) highlights, “References to filiality concern sons… it seems to tacitly assume that its readers, and the only people who matter in public society, are men. In this sense, it fails to escape the social norms of its time” (p. 6). A fundamentalist position of structuring society around familial flourishing over individual flourishing fails to take Confucian teachings and apply them to the real world.

Huang (2017) provides an alternative understanding to the case. He starts his discussion by explaining Xiao more broadly. When describing filial piety or family love, it is often assumed that to be filial involves being obedient. For instance, Confucius says that “the young should shoulder the hardest chores or that the eldest are served food and wine first at meals” (The Analects, 2.8), and that only by following and observing the father’s conduct three years after his death can the son be called filial (1.11). The act of complying with the father’s authority and dutifully carrying out his conduct shows that filiality is associated with obedience. However, as The School Sayings of Confucius (Kongzi Jiayu) states,

If a father has a remonstrating child, he will not fall into doing things without propriety; and if a scholar has a remonstrating friend, he will not do immoral things. So how can a son who merely obeys the parents be regarded as filial, and a minister who merely obeys the ruler be regarded as loyal? To be filial and loyal is to examine what to follow. (bk 9, p. 57)

Rather than understanding filial piety as blind obedience, the passage emphasises the importance of ‘remonstration’ or arguing in protest. As a result, it is only right to obey one’s parents if they ask about right things. If they ask for obedience for morally corrupt things, such as murder, then the filial child should protest against the parents’ actions. In the Xunzi, this idea is reinforced,

There are three scenarios in which filial children ought not to obey their parents: (1) if their obedience will endanger their parents, while their disobedience will make their parents safe…(2) if obedience will bring disgrace to their parents, while disobedience will bring [sic] honor to their parents…(3) if obedience will lead to the life of a beast, while disobedience will lead to a civilised life (29.2)

The passage concludes by stating that only by understanding when to obey and when not to obey can one practice reverence, respect, loyalty, and act with sincerity. Although obedience is important, since acting correctly and obediently is what creates harmony and respect, obedience without thought and reflection amounts to empty ritual.

The way in which remonstration is carried out is also important. Referencing the Book of Rites, Huang (2012) shows that filial children should not shout or assault their parents. Instead, one ought to “remonstrate with low tone, nice facial expression, and soft voice” (Liji 12.15). The important point is that the manner in which remonstration is carried out needs to be gentle and considerate so as to continue being respectful and righteous. Shouting or assaulting, even with good intention, could make the situation worse by upsetting one’s parents and resulting in disharmony. So, while it is wrong to stop remonstrating, it is also wrong to remonstrate incorrectly, that is, in a way that makes the situation worse and one’s parents even more angry. The extent to which remonstration should be carried out is also highlighted in the Book of Rites. As passage 12.15 points out, one ought to remain filial,

If they [one’s parents] are happy, you ought to resume gentle remonstration; if they are not happy, however, instead of letting your parents cause harm to your neighbors, you ought to use an extreme form of remonstration. If at this extreme form of remonstration your parents get angry and unhappy, hitting you with hard whips, you still ought not to complain about them; instead you ought to remain reverent and filial to them.

Rather than letting one’s parents commit a bad deed, efforts at remonstration should not be given up. Even when physically and mentally exhausted, the child has a duty to remonstrate repeatedly until the parents stop committing their wrongdoings.

When applying the understanding of Xiao as obedience and remonstration to the son-covering-father story, then it is clear that the actions of the child must be conducive to ensuring the parents’ well-being. That is the first concern for the child. The reason why Confucius emphasised non-disclosure or concealing the father’s wrongdoings relates to remonstration. Remonstrating works best if protesting against the parents’ actions is conducted in an intimate setting and carried out in a gentle manner, creating “an atmosphere favourable to such remedies” (Huang, 2012, p. 32). While there is no guarantee that giving parents space will create a favourable situation for correcting their wrongdoings, the son’s non-disclosure becomes a morally correct action as it aims to rectify not only the wrong carried out by the father but also giving the son a chance to confront and rectify the wrong-doer.

It should be noted that Confucius does not say that a filial child obstructs justice when authorities are investigating or that authorities should not investigate the case. Concealing, in this sense, does not refer to active concealment or taking part in the father’s crime. Rather, Confucius emphasises the importance of passive concealment (not reporting the father) as the correct action to remonstrate until the father corrects his actions. The passage in which the ‘son-covering-father’ story takes place does not state what correcting the father’s actions looks like. The idea of justice in Confucianism needs to be further explored.