Articles on Confucianism

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

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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.

‘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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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.

‘The Confucian Puzzle’: Filial Piety versus Equal Love ‘儒家难题’:孝道与均爱

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Father-Son Painting

Since the early 2000s, a debate in the Chinese philosophy community has centered around the ‘son-covering-father’ story in the Analects. The passage goes like this:

“The Duke of Sheh informed Confucius, saying, ‘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 said, ‘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].” (Analects 13.18, Legge, 2014)

The story suggests that concealing a theft is morally acceptable if the thief is a member of your family, which in the Confucian tradition is used to promote the idea of partial love. Unlike Mo-tzu (墨翟) and his theory of universal love, where an equal love for all is the solution to social problems and the evil nature of human beings (Xu, 2007), partial love means that the love one gives to others is unequal. For example, you may fully love your parents, have no love for a stranger, and love your neighbour more than the postperson. However, does love for your parents mean that you should cover for them if they commit a crime? According to Liu (2007), the Confucian writings are well known for commending corrupt actions such as bending the law for the benefit of relatives or appointing people because of their family connections. Professors of philosophy Hall and Ames (1989) also state that “Chinese culture has traditionally been plagued with abuses that arise because of…nepotism [and] personal loyalties from special privilege” (p. 308). In that sense, the virtue of Xiao (filial piety) clashes with the virtue of Ren (benevolence), which promotes impartiality and love in accordance for all. This leads to what Li (2012) calls ‘The Confucian Puzzle’.

To explain why the son was justified in covering the father for his crime, it is important to understand the meaning of Xiao and Ren. Both Confucius and Mencius state that Xiao is the foundation of all other moral virtues. In passage 1.2 of the Analects, for instance, the philosopher Yu says that there “are few who, being filial and fraternal, are fond of offending against their superiors. There have been none, who, not liking to offend against their superiors, have been fond of stirring up confusion” (Legge, 2014). As well as forming the basis for loyalty and obedience, deference to elders and dutiful conduct are also key to forming government: “you are filial, you discharge your fraternal duties. These qualities are displayed in government” (Analects, bk. ii., c. xxi., v. 2). The importance of filial piety and duty is also expressed in Chinese cosmology and social order which legitimises the Chinese patrilineal and patriarchal family system so that family become central to human identity and power relations (Ebrey, 2003).

However, while Xiao forms the building block of morality and personhood, Ren represents the ultimate aim of Confucian thought, which is to express care and concern for other human beings. When Fan Ch’ih asked about benevolence, the Master said “it is to love men” (Analects, 12.22). Embodying Ren means that one not only wishes to establish and enlarge the self, but enlarge and establish others. By becoming benevolent, sincere, and kind, a person becomes a Junzi (君子), that is, an ideal moral actor for all human beings. Because the Junzi works on the root and cultivates filiality and respect for elders (Analects, 1.2), it follows that to be a Junzi starts with the family, before one can develop Ren and care for others.

When explaining the ‘son-covering-father’ story, Confucians must explain why the son’s love towards the father should be put above the sheep owner who, according to Li (2012), has better moral ground to request that the son return the sheep and ask the father to apologise for stealing. The first argument claims that it would be unwise for the son to destroy his relationship with the father by reporting the theft. At the very least, the son can preserve the relationship with the father and then choose to take further action. Adapting Van Norden’s (2008) hypothetical case, consider the following example to support the son for covering for his father:

Suppose that my sibling was part of a cult that was responsible for killing a farmer in the 1980s. This sibling is now a productive member of society, with a good job, and happy family. Finding out about my sibling’s role in the crime, one moral choice would involve reporting the sibling and turning them in. However, for a Confucian, the reaction would be different as it would involve confronting the sibling, discovering why the crime was committed, and asking whether such a thing could happen again. If the sibling has reformed and would never commit such a crime again, it follows that prosecution is not necessary.

The only way this argument works is if the person in question is a family member. For instance, supposing that it was a stranger that stole the sheep or killed the farmer, reacting to the crimes would, in most cases, involve reporting without hesitation. Hence, valuing family relations is of utmost importance to the case as the obligations one has towards family surpasses obligations to all other relationships and institutions. The idea of family as critical to moral integrity and human worth is expressed by the neo-Confucian philosopher Yangming Wang (1996). He states:

“The love between father and son and between brothers is the place where the productivity of the human heart begins, just like the tree’s beginning from a sprout. From there the love of humanity and the care for everything develops, just as the tree’s having branches and leaves.” (p. 27)

Two conclusions emerge from this passage. The first is that as the root of morality, Xiao is a method of cultivating benevolence and compassion towards other human beings. Family life forms a convenient setting to practice Ren through family love. While this does not mean that Ren must grow through family love or one would be unable to practice benevolence in a non-family setting, considering that human nature is innately good (Mengzi, 2A6), family simply provides a contingent place for cultivating Ren “due to natural or social evolution” (Li, 2012, p. 42). So Xiao provides an important setting for practicing morality, but it is not an end to morality itself. According to this understanding, the son can choose not to cover for his father if he has cultivated enough love for others so that he is no longer confined to expressing love in the family setting. Rather than believing that Xiao is the most important moral principle (see Rosemont & Ames, 2008), the reason that the son covers for the father is because his love for others has not been cultivated enough.

The second conclusion from Wang’s passage is developed by liberal Confucian scholars who argue that while Xiao is one of the most important moral principles, it is not more important than any other moral virtues, including Ren, Li, or Yi. As professor of philosophy Tongdong Bai (2008) notes, Xiao can be taken as a “starting point, but not as a supreme end point” (p. 29). In the context of the son-covering-father story, Xiao may be more important than following the principle of justice or caring for the sheep owner because of the nature of the crime and the lack of detail in the story. But, if the father killed the innocent sheep owner, justice and the need to care for the victim’s family would override the principle of Xiao. Ideally, a harmonization of all principles should be achieved where justice, care for others, and filial duty are all valued. This would mean that while the son was justified for covering the father, he should also seek to reimburse the sheep owner and make sure that the theft does not happen again.

For Li (2012), both conclusions fail to justify why the son should cover for his father. In the first case, where Xiao is only a convenient setting for developing love towards others, the son is either capable of reporting his father or has never thought about it. If he is capable and has thought about reporting the father, then he should extend family love towards others and sacrifice the means of family love towards the more important principle of loving others. If the son has not thought about reporting the father, that does not mean that he should not. Thus, based on this understanding, the son is morally obliged to report the father. The problem with this conclusion is that it contradicts Confucius’s recommendation of covering for the father.

According to the second conclusion, where Xiao is of equal importance to all other principles or at least important as Ren, it is unclear how one should decide which principle to compromise in the stolen sheep case. Since Confucius recommends that in this particular context, Xiao should be preserved and love towards others should be compromised, one can speculate that there is something in the story that made Confucius choose Xiao over Ren. For example, perhaps the nature of the crime (theft) is not as bad or life-threatening as murder, and turning the father in for theft could do the father more harm than the sheep owner. But this is only speculative as the sheep could have been the sheep owner’s only income, the last sheep in his stock, and the only meal left for his wife and children. As Li (2012) notes, “it is conceptually unclear with regard to the idea of damage and benefit and with regard to the comparison between the damage to one and the benefit to the other” (p. 45).

In that case, there are no clear answers to the puzzle, at least not by assuming that Xiao should never be compromised. If the situation was truly life-threatening, where the father killed and continues to kill sheep owners in the village, there is no moral reason as to why the son should not report the violent father. Furthermore, assuming that Xiao is the most supreme principle also implies that those without family love or even a family are unable to live as morally as those who do practice Xiao. This is not plausible since there are many people in the world who have moral qualities and do not have or live with their families.

If you would like to submit an answer to the Confucian puzzle, email your answer to Sent responses will be included in future posts.

Zen, Confucianism, and Modern Japan 禅宗,儒家,现代日本

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Japanese Confucianism
Image: Paramore, K. (2016). Japanese Confucianism: A Cultural History (Front Cover). Retrieved June 22, 2017, from here.

The Development of Japanese Confucianism through Zen

Confucianism continues to be a significant philosophical tradition in East Asia, along with Daoism and Buddhism. Collectively, these three schools of thought are known as the “three teachings” of Chinese tradition. The adoption of the three teachings across East Asia was partly due to travel and trade on the Silk Road. As the Asia Society (2017) notes in their series on East Asian communication, for over two thousand years the Silk Road acted as a transmitter of people, goods, ideas, beliefs, and inventions, where networks of travel spread intersecting religious beliefs and traditions across China, Japan, and Korea. What is unknown to many is that Zen Buddhist monks played a key role in bringing Chinese culture into Japan which contributed to the development of ‘Japanese Confucianism’.

With the territorial and cultural expansion of the Han dynasty throughout the Korean peninsula, the ruler of the Korean kingdom of Paekche (18 B.C.- 660 A.D.), Keun Ch’ogo, sent instructors named Wang-In and A-Chikki, along with a copy of The Analects and the Thousand Character Classic, to the ruler of Yamato (in Japan’s Nara Prefecture) around 404-405 AD. Literate Chinese and Korean migrants were highly valued in early Japan and many of them taught Confucianism as a way of strengthening the imperial institutions and centralising the Japanese state. An example of how Confucianism influenced Japanese politics can be seen in Prince Shōtoku’s Seventeen-Article Constitution, where in the late 6th century Japan’s clan chieftains developed into monarch-type rulers following the Chinese model of rule. In the constitution, an emphasis is placed on harmony and proper behaviour in human relations as well as the Han Confucian three-tiered cosmology in which human obedience is a requisite for Heaven to provide its blessings on Earth:

Do not fail to obey the commands of your Sovereign. He is like Heaven, which is above the Earth, and the vassal is like the Earth, which bears up Heaven. When Heaven and Earth are properly in place, the four seasons follow their course and all is well in Nature. But if the Earth attempts to take the place of Heaven, Heaven would simply fall in ruin. That is why the vassal listens when the lord speaks, and the inferior obeys the superior acts. (Article 3)

For Tsukahira (1966) however, there is little evidence that Japan consciously sought to model their system on ancient Chinese feudalism. Instead, even during the later Tokugawa shogunate, scholars and statesmen wanted to enhance the dignity and prestige of state institutions by identifying the regime as a Confucian, not Chinese, state.

However, as Confucianism developed in Japan’s political structure, Japanese monks who went over to China brought back both Zen and Confucian thought to the masses. In the book Zen and Japanese Culture (1959), D.T. Suzuki highlights that not only did Zen monks edit and print Confucian textbooks, “instilling fresh blood into Confucianism” (p. 42) through Zen idealism, the monks also compiled these books for popular education in their monasteries. In academia, it was Zen monks like Keian (1427-1508) and Ogyū Sorai (1666-1728) who emphasised the connection between Buddhist teachings and Confucian philosophy by studying the foundational texts, including the Book of Changes (I-Ching), the Book of Odes (Shih Ching), the Book of Annals (Shu Ching), the Spring and Autumn Annals (Ch’un Ch’iu), and the Record of Rites (Li Chi). By following a long line of Confucian thinkers who shaved their head like Buddhist priests, these monks made a combined effort to propagate orthodox Confucianism as it suited the political and intellectual situation in Japan after the country suffered many years of conflict. By promising to “yield practical solutions to the problems of government” (Tsukahira, 1966, p. 109), Confucianism stood against corruption and the growing influence of money in society.

Anti-Buddhism and Neo-Confucian Scholars

Although Confucianism came to Japan in the sixth century, it had largely been confined to Buddhist monasteries. By the late sixteenth century, shogun Tokugawa Ieyasu turned to Confucianism, particularly Neo-Confucianism, as he began to build the bureaucracy which would eventually establish over 250 years of domestic peace (Hooker, 1997). As a result, anti-Buddhist perspectives in many Neo-Confucian texts became influential throughout the seventeenth century. For instance, a well-known critique of Zen Buddhism was articulated by the Confucian scholar Itô Jinsai (1627-1705). In the text The Meaning of Words in the Analects and Mencius (Gomô jigi), Jinsai states that the Buddha believed that emptiness was “the way” (dao), and that mountains, rivers, and land masses were all unreal. However, given that for all ages heaven and earth have sustained life, the sun and moon have illuminated the world, and beings such as birds, fish, insects, and trees live as they do now, it makes no sense to say that all is emptiness or nothingness. Instead, this emphasis on emptiness derives from the Buddhist practice of retiring in the mountains and sitting silently while emptying the mind. Emptiness or nothingness exists neither in this world nor outside it, only in the minds of the Buddhists.

Jinsai argues that in real life the principles of harmony, love, and order are found in every aspect of life: from human relations to even the grains of sand (Tucker, 2013). In this sense, the ‘Confucian way’ refers to how people should conduct themselves in their daily lives. As a universal and natural truth, the Confucian way can simply be called dao. By contrast, the teachings of Buddhism exist only because a small group of people follow them. According to Jinsai, with no practical benefits or ways of contributing to social reality, Buddhism becomes completely irrelevant.

Following on from Jinsai’s comments, Confucian scholars also criticised aspects of Zen that were renowned for their anti-intellectualism. Affirming the uselessness of texts and words on the path to realising one’s Buddha-nature, Zen Buddhism puts forward the idea that the universe is a constantly changing state and that the core of being and non-being cannot be captured by fixed meanings of conventional language (Lieberman, 2006). Japanese Neo-Confucianism, on the other hand, was defined in opposition to assertions of semantic emptiness by reasserting the integrity of language, meaning, and discursive truth. As Tucker (2014) notes, “without the crucial role of language, most especially the words of sages, Confucius and Mencius, humanity would hardly be different from beasts” (p. 33). As a result, words and their correct usage were essential to self-cultivation, governance, and bringing peace to the world.

For all the criticisms on Buddhist thought, it should be noted that the role of ancient history cannot be omitted or underestimated. While the Chu Hsi school throughout the Korean peninsula rejected Zen Buddhism “decked out in Confucian grab” (Kalton, 1988), Confucianism became very strong in Japan because it was originally influenced by and combined with Zen as well as Shinto, the indigenous religion of Japan. For Hiroyuki (2006), philosophical theorizing in Japan usually took the position that Confucianism, Shinto, and Zen were three versions of the same ultimate truth (shinjubutsu sankyō-itchi), especially since Confucian scholars actively promoted ‘Confucian Shinto’ (Juka Shintō).

Confucianism in Modern Japan

Because of the assertion that these three philosophies did not contradict absolutely and could coexist, the legacy of Japanese Confucianism continues to influence Japan today. As Professor Reischauer states in his book The Japanese Today: Change and Continuity (1977), “almost no one considers himself a Confucianist today, but in a sense almost all Japanese are” (p. 214). Many studies have noted the influence of Confucian ethics in education, the workplace, and the role of the government bureaucracy (Ornatowski, 1996), where harmony and right conduct coincides with hierarchical leadership as major characteristics of Japanese organizational culture. However, Confucianism is also understood as being a ‘feudal’ ideology of the past. For example, the work by Japanese sinologist Hattori Unokichi is often criticised for defending Confucian teachings by relying on “Emperor-centered nationalism”, when linking filial piety with Japanese self-sacrifice (Nakajima, 2004). In this way, the relationship between the emperor and the people as compared to that of father and son is criticised as forming right-wing nationalism. With most philosophical departments in Japanese universities also preferring to focus on western philosophy rather than Confucian thought, it would seem that Confucianism currently suffers from a setback in Japan.

An exception to this is the University of Tokyo’s Center for Philosophy (UTCP). Since its founding in 2002, the UTCP has sponsored discussions addressing issues relating to the status of Confucianism in Japanese philosophy. Some academics and journals have also published papers on Confucianism, including Sakamoto Hiroko’s (2009) feminist critique of Confucianism and Azuma Jūji’s (2008) translation of new Confucian documents. For now though, it is unclear whether Japan will relive a Confucian renaissance as China currently has.

Understanding Taiwanese Confucianism 台湾的儒家

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Taiwanese Confu
Image: China Daily (2011). Confucius’ birthday celebrated in Taiwan. Retrieved June 12, 2017 from

Over the past decade, academic circles have been increasingly interested in exploring the relationship between Confucianism and modernization in East Asia. The term “East Asian Confucianism” means Confucian traditions in East Asian countries that have had cultural and economic links with China, including Korea, Japan, Vietnam as well as other political units that developed later, such as Taiwan, Singapore and Hong Kong (Little & Reed, 1989).

Although Confucian traditions have varied across the region according to the ideological positions of different governments, most East Asian countries have faced common problems in the pursuit of modernization where traditional systems have either collapsed or weakened. The most significant example of this was the decline of Confucian ideology where East Asian scholars condemned Confucianism to the “dustbin” of history as it was thought to oppose progress and modernity in both Capitalist and Communist economies.

But with the restoration of Confucian traditions in the 1980s, Confucianism again reappeared as an influential philosophy. As David L. Hall and Roger T. Ames note in Thinking Through Confucius (1987), the renewed interest in Confucianism has been so profound that many scholars identified the revival as a ‘Confucian renaissance’ in mainland China, Japan, and South Korea. However, what was commonly ignored in most of these studies was the various versions of Confucianism across East Asia, with “relatively little written about Confucianism in Taiwan” (Huang, 2009, p. 71).

Before explaining why this gap in the literature exists, some context should be given. Taiwan has had an independent identity apart from mainland China for more than a century. To quote Professor June Teufel Dreyer (2003) from the University of Miami, “the Polynesian cultures of the aboriginal tribes, occupations of varying lengths and degrees of intensity by the Spanish, Portuguese, and Dutch, 50 years of colonization by an assimilationist Japan, and a period of strong American influence after World War II” (p. 1) have all shaped the development of a distinct Taiwanese culture.

Despite this, Taiwan became increasingly sinicized under Chiang Kai-shek and the Chinese Nationalist Party during the founding years of the People’s Republic. For example, streets were re-named with place-names from the Mainland, while Mandarin was learnt as the official language in Taiwan. Those who disobeyed and spoke Taiwanese, Hakka or aboriginal dialects were “fined, slapped, or subjected to other disciplinary actions” (Dreyer, 2003, p. 2). As history textbooks were rewritten and memorials re-created to fit into a national Chinese past, popular culture was also influenced by China. As well as restricting non-Mandarin shows and films, performers who spoke non-Mandarin parts tended to be portrayed as criminals or those with low-status jobs, giving the impression that not speaking Mandarin was associated with being from the lower class (Schmitt, 2011).

Because of this process, Confucianism in Taiwan was commonly understood in one of two ways. The first was where Confucianism as a tradition originating in China was merely planted in Taiwan with its universal elements not being localised. In that sense, “Taiwanese Confucianism” could be understood as just another representation of ‘cultural China’, relating to Tu’s (1991) idea of China as existing in three symbolic universes. The first consists of China, Taiwan, Hong Kong and Singapore, whose members are predominantly ethnic Chinese; the second of Chinese communities in predominantly non-Chinese societies; and the third of non-Chinese individuals who study and bring Chinese culture into their own communities. Confucianism in Taiwan belongs to the first universe of cultural China.

The other characterisation of Confucianism in Taiwan is that of a localised version of Confucianism without universal significance. As Chen (2009) notes, “historically speaking, ‘Taiwanese Confucianism’ during the Ming and Qing dynasties was nothing more than the ‘Taiwan branch’ of the Fujian School” (p. 11). What this means is that as the first Confucius Temple was built in Taiwan in 1665, and Confucianism became a key part of Taiwanese architecture, education, and national rites, this localised branch of Confucianism has only ever been significant in Taiwan.

However, the reality of how Confucianism developed in Taiwan is much more complex. On the one hand, Confucianism was applied to serve political ends as certain ideological values of Confucian thought, such as loyalty, patriotism, and filial piety, were promoted by the government in standardized textbooks (Huang, 2009). Specifically in the postwar period, certain facets were also selected by political elites to create an “official Confucianism”, whose goal was to support the state ideology by creating a highly selective interpretation of Confucian ideology. This sort of misinterpretation and misapplication of Taiwanese Confucianism was not an exceptional occurrence in history. Even in China, at the start of Emperor Wu’s reign during the Han dynasty (140–86 BCE), all non-Confucian schools were banned as Confucianism was utilized and distorted by the officialdom (Huang, 2009).

At the same time, in contrast to official Taiwanese Confucianism, Confucianism was also interpreted by intellectuals such as Xu Fuguan (1902–1982), as it became a key school of thought to resisting foreign influence. In Development of Confucianism in Taiwan, Chen Chao-ying (2014) pointed out that Confucianism in Taiwan led the territory to oppose the Qing and support reinstatement of the Ming, criticize Japanese occupation, and resist wholesale Westernization during the period after Second World War. In that case, clashes between the Taiwanese and Japanese and the incoming Mainlanders after 1945 shows that the cultural and intellectual tradition in Taiwan was diverse, complex, and multifaceted.

As the revival of Confucianism continues throughout East Asia, the history of Confucian development is not as clear-cut as is usually imagined. Rather than simply being part of China’s cultural sphere of influence or as an indigenised ideology in Taiwan, Confucianism has been influenced by a number of cultural, political, and economic factors that were both local and global, allowing the tradition to develop “in the unique context of the interaction between Taiwan and China, tradition and modernity, and indigenous and foreign culture” (Huang, 2009, p. 8). For future research, the question remains as to what are the prospects for Confucian tradition in Taiwan with the challenges of air, water, and industrial pollution that accompany industrialisation in addition to the other challenges of modernisation. More work needs to be done to investigate these processes.

Beyond East and West: Confucius Institutes in Tanzania 超越东西方: 孔子学院在坦桑尼亚

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Image: (2013). Second Confucius Institute in Tanzania Opens. Retrieved April 20, 2017 from here.

‘In the colonial society, education is such that it serves the colonialist…In a regime of slavery, education was but one institution for forming slaves.’ (Mozambique Liberation Front, 1968).

For many scholars, increasing Chinese engagement in Africa has signalled a new stage of neo-colonialism. As the Tanzanian political commentator Kitila Mkumbo pointed out, “Africa is now becoming a new battlefield for the scramble for China and the United States access to Africa’s richness in natural resources and markets [sic]”. News organisation Al Jazeera and all Africa have also noted that China’s engagement with Africa symbolises a “struggle for influence among emerging and economically advanced powers jostling for a strategic opportunity to exploit resources”.

Amid the growing anxiety around China’s increasing economic and military power, the Chinese government has attempted to project a more favourable image of itself through Confucius Institutes. Naming the institutes after the sage-philosopher Confucius (551-479 BC) was meant to symbolise the essence of Chinese culture through the teaching of Confucian values, including benevolence (ren, 仁), righteousness (yi, 义), and civility (li, 礼). At the core of Confucian teachings is the importance of practising proper human relations, which Chinese political figures have used when describing host countries as “brotherly bilateral friendly”.

Since its inception in 2004, the mission of promoting Chinese language and culture has spread rapidly around the world. In 2014, 440 institutes and 646 classrooms were teaching Chinese language and culture in 120 countries, where at least 30 of those countries were in Africa (Wekesa, 2013; Zaharna et al., 2014). However, despite the extent of China’s influence, the Confucius Institutes have received criticism in host countries and abroad. For example, some have stated that the institutes reflect the Chinese government’s political agenda and interfere with academic freedom, and that they are simply used by “African countries to leverage clout in international organisations” (Stambach & Kwayu, 2017, p. 419).

Whatever the case, operating as an ‘ideological battleground’, these institutes have also called into question Africa’s position in international relations and whether African countries would look East or West in their engagements with foreign countries (Olin-Ammentorp & Sun, 2014; Abdulai, 2016).

However, the problem with this view is that it fails to take into account what actually happens when these institutes are implemented into practice. As researchers Amy Stambach and Aikande Kwayu state in their latest article on Confucius Institutes in Tanzania, despite the many different narratives about China’s influence in Africa that appear as master plans on brochures and ceremonies, there are a variety of ways in which people interact with Chinese language learning and China-Tanzania relations.

Through ethnographic fieldwork in Tanzania’s classrooms and Chinese-owned shops, the scholars found that what is taught in the institutes is not exactly what is learnt. Instead of having much to do with official views or ideologies, “the biggest effects of [Confucius Institutes] seems to be bringing Chinese teachers and Tanzanian students into conversation, not necessarily delivering any master plan” (p. 418).

Moreover, by sitting in on these sessions, the researchers found that while most of the courses aim to teach Chinese language by students repeating and memorising sounds and tones, few pass the standardised language exam or travel to China; and even fewer seem interested in the videos that show aspects of nature depicted in ancient and modern Chinese characters (p. 419). More than proficiency or scholarship, most students use class time to multi-task, where many carry on with their day jobs by running errands throughout the day, while others sit in to broaden their skills and build up their resumes.

Like many students, Confucius Institute teachers are also building their work portfolios while juggling social life, making most interactions between student-teacher as an exchange within a generation, with many friendships being formed. This shows the reality of people-to-people interactions that Confucius Institute brochures do not anticipate.

In the market place, Stambach and Kwayu also note that a similar story unfolds. Away from the university, on the crowded streets of Tanzania’s capital Dar es Salaam, interest in the Chinese language is mixed. While business people at the high end of the economic scale seem to have practical reasons for learning Chinese, they are exceptions among the internationally connected as most international business is still conducted in English.

At the other end of the spectrum, rather than studying Chinese, Tanzanian day labourers employed by Chinese pick up expressions in Mandarin. From the authors’ field notes, one woman conveys that her Chinese employer treats her like a slave and that her employer comes and goes without any notification. She does not see the need to learn Chinese. In another shop, the Tanzanian workers state that they learned a few words by listening to their employer.

These ad hoc snapshot interviews reveal that rather than understanding this exchange as one where many Chinese teach their staff informally, some Tanzanians pick up a few words if they think they are useful from their employers (p. 422).

In that case, rather than representing a political project that symbolises Tanzania’s shift to China, beyond East and West, Chinese language and cultural exchange does not draw African students into close engagement with China, but neither does it detract from China. To say that Tanzania or other African countries are moving towards or away from anything plays into highly abstract expressions of diplomacy that overlook the fact that people “use education to define and remake power through everyday activities” (p. 423).

Without considering African agency or the agency of people who use these institutes and exchanges for a variety of purposes, scholars, researchers and journalists play into the myth that the world is divided by an East-West dichotomy with fixed constructions of power and identity.


Five Recent News Reports on Confucianism 关于儒家的消息

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Increasingly, news agencies are operating in an environment where they are competing to be first with the news as the 24 hour news cycle continues to redefine the work of international reporters. Despite this obsession with the news and daily events, only a few news broadcasts have reported on Confucianism in the past three months. Here are five recent news articles that discuss issues relating to Confucian thought.

  1. The Buddhist roots of Confucianism (La Trobe University News, 01/03/2017)


Image: See here.

In China and throughout the world, Confucianism is presented as a native system of ideas that developed independent of external cultural influence for over two thousand years. Indeed, despite being vilified for much of the twentieth century, Confucianism is thought to represent true and ideal Chinese cultural values that are an integral part of China’s social and cultural identity.

However, in this article, Professor John Makeham from the Chinese Studies Research Centre at La Trobe University argues that despite being thought of as a set of traditions that can only be understood by its internal norms and premises, Confucianism was in fact shaped and influenced by Indian Buddhist philosophy.

While the short article only references the Treatise on the Awakening of Mahayana Faith, a key Buddhist text, as “pivotal…in the construction of modern forms of Confucian philosophy” without providing further information about which passages directly link to Confucian thought, the idea that Confucianism was influenced by Buddhist traditions runs counter to many interpretations of Chinese history that see Buddhism as an “anomaly that led China astray from her ‘predestined’ humanism” (Hu Shi, 1937 in Lai, 1975, p. ii).

In that sense, without dismissing Makeham’s claims, further research should be focused on finding how different legacies of thought have made up China’s rich and complex philosophical traditions.

   2.  Confucius blocks change in South Korea (The Japan Times, 02/03/2017)Korea

Image: See here.

The 2006 corruption scandal around Chung Mong-koo, the chairman of the Hyundai Motor Co. Ltd., is now an old example of the ongoing bribery and corruption scandals in many of South Korea’s “chaebols” or family-run business groups. However, as the author of the article Michael Schuman states, even with the many recent reports on chaebol-related crimes including tax evasion for Korean companies, chaebols are expected to stay.

“The much-maligned conglomerates that dominate South Korea’s economy may be facing investigations…and unprecedented public anger [but] unless the culture that binds management, investors and other stakeholders changes dramatically, the chaebol will almost certainly survive.”

For Schuman, the main cultural influence that has informed chaebol structure and performance is Confucianism, which stresses loyalty to authority. In other words, reverence for the emperor and obedience to one’s superiors (see The Analects 1:2, 1:7 and 1:13), has for many South Korean workers directly translated into obedience to company founders and their families, who Schuman argues, “are treated like royalty”.

While this opinion-piece does not offer many sources or examples of how Confucianism directly leads to corrupt business practice, similar arguments have been presented by Chinese writers like Jin (2011), who link guanxi connections or informal networks that are “deeply rooted in Confucianism” (p. 2), as inherent to economic corruption.

However, to go beyond the simple binary of ‘Confucianism as corrupt’ versus ‘Confucianism as not corrupt’, these writers should examine the many different interpretations of Confucianism and how the importance of relationships (renqing) can be used, but is not in itself necessary, for corrupt business practices.

3.  Hard times for feminists in China (Sup China, 08/03/2017)Chinese feminists

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In January this year, more than half a million people showed up for the Women’s March in Washington D.C. to protest against American President Donald Trump’s remarks about women and abortion rights. While similar protests were seen around the world, women’s voices in China were notably silent.

With nearly one-sixth of the world’s female population, women in China struggle to have their voices heard as mass rallies and street protests are rarely allowed in public spaces. Online, Chinese feminists also note that one needs to be careful about writing certain words or phrases. As Asian Studies Ph.D. student Cecilia Xu states in Feng’s article, “we couldn’t even include words like march (游行 yóuxíng) or protest (抗议 kàngyì) in our group’s name.”

Indeed, any discussion on women’s rights is at the risk of being blocked by censors. Despite this, public attention through online discussion boards has remained the main tool that women use to talk about women’s issues at a time when the ‘one child’ policy has been abandoned in an effort by government to boost birth rates and curb the demographic decline.

According to Feng, it is clear that much of the government’s rhetoric about women’s roles finds its roots in Confucian ideology, which enhances its legitimacy. For example, “the Confucian family value that the government aims to instil in women’s minds is nothing other than stay-at-home motherhood”. Obedient wives and the ‘right’ way of conduct for women is thought to be not only at the core of a stable family, but a building block of a harmonious society.

While some academics (see Li, 1994 as an example) do state that the Confucian ethics of ren (benevolence, humaneness) directly relates to the feminist ethics of care, Feng highlights that there is little hope on the horizon for Chinese women. With increasing counter rhetoric against women online, the ongoing arrest and detention of women’s groups like the Feminist Five, and a general decrease in women’s rights even in liberal societies such as the United States, suggests that the future for Chinese women remains stuck in a period of uncertainty.

  4.  Foot-binding and Ruism (Confucianism) (The Huffington Post, 17/03/2017)Foot-Binding

Image: See here.

Even though it is difficult to find statements in classic Confucian texts that promote the practice of foot-binding, Confucian philosopher and practitioner Bin Song argues that “the sociological and philosophical foundation of Ruism (Confucianism) did provide a rich soil that allowed foot-binding to flourish.”

In particular, the aim of creating harmony and stability in society meant that Confucianism was used to justify a hierarchy of social class and familial relations, which included relations between husband and wife. As a result, the basic form of Confucian ethics allowed the increasing popular practice of foot-binding as it was seen as a means of cultivating womanly virtues such as chastity and female propriety.

Despite this, Bin also notes that opposition from Confucian scholars did exist through the development of the foot-binding custom. Most notably, the well-known Ruist Che Ruoshui (1210-1275 C.E) is known for his comment on Mencius’ thought about accumulating rightful deeds when he argues:

“If people cannot help having a feeling of alarm and commiseration when they see a baby falling into a well, can we not help having exactly the same feeling when we see our young daughters have to bind their feet?”

In other words, as well as going against the practice of humaneness, which is about the flourishing of human life in dynamic and harmonious relationships, as well as filiality, which includes “not injuring one’s body”, the article concludes that contemporary Confucian scholars have a responsibility to be aware of harmful social norms that can be justified through particular interpretations of Confucian texts.

5.  The Indian Communist (Millennium Post, 24/03/2017)Vietnamese

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In this article, Dr. Arniban Ganguly, director of the Dr. Syama Prasad Mookerjee Research Foundation which focuses on issues that are of importance to India’s national interest, argues that unlike Indian communists who call to break up the motherland and overthrow the very idea of India, Vietnam has a “unique capacity of blending Marxism with Confucianism and Nationalism…[striking] deeper roots in their civilizational identity and wisdom, while also working to evolve themselves in a modern nation state”.

In that sense, what can be learned from Vietnam’s and possibly China’s ability to retain their civilizational rootedness while driving their countries forward is the ability to use past knowledge and tradition to adapt to evolving times and “be remarkably open to the wider world”.

For India, Prime Minister Modi’s new foreign policy that is inspired by India’s “civilizational ethos” has sought to blend ideas like realism, co-existence, cooperation, and partnership, which have developed from classical Hindu texts and writers including Kautilya and Gandhiji.

However, as the author notes, India’s ability to move ahead is restrained by many groups such as the communists who reject Bharat (India) and refuse “to acknowledge her civilisational dimension”. While the author’s conclusion that the promotion of India’s many nationalities may be its undoing, the article does provide an interesting discussion point on the use of tradition in modern politics, and whether in the long-run arguing for a particular interpretation of the classics may do more harm than good.