Griggs_Isabella
1 2020-11-13T09:59:07-08:00 Likhita Suresh fa36a2f3506609c5e2c064df653783c84fd35c54 37806 1 plain 2020-11-13T09:59:08-08:00 Likhita Suresh fa36a2f3506609c5e2c064df653783c84fd35c54This page is referenced by:
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2020-11-13T10:16:43-08:00
Attitudes toward Education in Ancient Chinese Philosophies
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By Isabella Griggs
The fundamental values of Confucianism, Taoism, and Legalism vary drastically from one another, as do their approach toward education. Confucianism grounds its beliefs in Humanism, highlighting the importance of being a morally "superior man," developed through continued access to education. Taoism encourages non-interference of the natural order of life, meaning that education should be through "doing" and experiencing rather than studying. The strict laws of Legalism demand the rejection of formal education altogether. This paper explores how the fundamental philosophical values influence the thought systems’ attitudes toward education, and examines the benefits and drawbacks of each. plain 2020-11-30T11:36:56-08:00 1.352083, 103.819836Isabella Griggs
Abstract
The fundamental values of Confucianism, Taoism, and Legalism vary drastically from one another, as do their approach toward education. Confucianism grounds its beliefs in Humanism, highlighting the importance of being a morally "superior man," developed through continued access to education. Taoism encourages non-interference of the natural order of life, meaning that education should be through "doing" and experiencing rather than studying. The strict laws of Legalism demand the rejection of formal education altogether. This paper explores how the fundamental philosophical values influence the thought systems’ attitudes toward education, and examines the benefits and drawbacks of each.
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