What timeless and universal educational values exist within Confucianism that can inform teaching and learning in my life and in my classroom?
As I read and re-read Book I (it only consists of 16 analects or "selected sayings"), I marked which themes I recognized in each analect. Here are the themes* that I recognized and the analects that I felt expressed each theme:
Personal Integrity, Honesty, Honor: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 13, 14, 15, 16
Modesty, Humility: 1, 2, 3, 8, 10, 11, 14, 16
Filial Piety: 2, 6, 7, 8, 9, 11, 13
**Learning and Education: 1, 6, 7, 8, 14, 15
Maintenance of Harmony, Tradition, or Ritual: 4, 7, 11, 12, 13, 15
Friendship: 1, 4, 6, 8, 14
Reflection: 1, 4, 14, 15
Focusing on the "Trunk": 1, 6, 15
Punctuality: 5, 14
Affection and Benevolence: 5
*There is clearly much overlap between the different themes and different interpretations possible; therefore, they are not mutually exclusive. However, this process may still be helpful in identifying trending themes and ideas.
**I believe that "Learning and Education" is omnipresent since the purpose of these analects is for learning. However, I noted in which analects learning and education was directly referenced.
Analysis of Personal Integrity, Honesty, Honor:
(To identify which analect I am referring to, I will write I:2, which would refer to Book I, Analect 2.)
In Book I, personal integrity, honesty, and honor, while possibly being the broadest theme, was certainly the most identifiable. Nearly every analect reflected the importance of integrity, honesty, or honor. These values were crucial for all social relationships, including family and friends, business relationships and transactions, and for governing and leadership positions. These values represent the foundation upon which good character and behavior must be built. For example, I:4 states:
"Master Tseng said, Every day I examine myself on these three points: in acting on behalf of others, have I always been loyal to their interests? In intercourse with my friends, have I always been true to my word? Have I failed to repeat the precepts that have been handed down to me?"
Likewise in I:5:
"The Master said, A country of a thousand war-chariots cannot be administered unless the ruler attends strictly to business, punctually observes his promises, is economical in expenditure, shows affection towards his subjects in general, and uses the labor of the peasantry only at the proper times of the year."
- In contrast, a "bad ruler" would be listening to music or hunting when they should be attending to business, and the ruler would use the peasantry to build vain and ostentatious monuments or buildings.
Finally, in I:8:
"The Master said, If a gentleman is frivolous, he will lose the respect of his inferiors and lack firm ground upon which to build up his education. First and foremost, he must learn to be faithful to his superiors, to keep promises, to refuse the friendship of all who are not like him. And if he finds that he has made a mistake, then he must not be afraid of admitting the fact and amending his ways."
(pp. 84-85)
These three analects in particular express the emphasis on the superior and even enlightened character expected for those taking this "Way" to be a true gentleman or lady. These analects describe traits that ask us to be fully considerate, honorable, and responsible in our social relationships and dealings with other people. In order to live up to these standards, it's important to be diligent, alert, and hard working to continually attend to our business and friendships. In addition, we should never take improper advantage of a situation or a position of power in which we find ourselves.
As a teacher within the system of modern education, I am not sure how often these values are taught or considered in classrooms. There is an emphasis on learning discrete skills, but it seems equally important for us to be considering the "type" of people we are attempting to equip these skills with. What values and standards of character do they have? These types of discussions do occur in my English class when we discuss literature that we read collectively but perhaps there ought to be more space and time devoted for the more direct inquiry into integrity, honesty, and honor in our family, social, and business relationships as timeless and universal values. When we only set standards for academic skills, are we considering the types of human beings we are cultivating? Shouldn't that matter in our society?
