The Chinese Classic Philosophy of Learning and Teaching: Exploring Insights of the “Essay on Learning”

Abstract

This chapter is a classic review of the “Essay on Learning” (Xue Ji 学记), Passage 18 of The Rites (Li Ji《礼记》) which is one of the Thirteen Chinese Classics. The Essay on Learning is the earliest scholarly record in the Chinese history on the philosophy of education. In this exploration, we provide insights of the Confucian model which comprises the rationale of the state leader as educator, general guidance for educational management, general principles of curriculum management, the principle of learning and teaching, the principle of building reciprocally beneficial relationships, pedagogical principles, and the Confucian values of scholarship, including respect for the teacher and for learning.

In search of the Chinese classic philosophy of education, we gain such findings as (1) articulation of the philosophical base of education in the Chinese tradition, (2) revelation of principle setting that effectively guides the management and provision of learning and teaching, and (3) the prominence of the value of respect for teacher in the Chinese culture that fosters quality teachers who in turn cultivate students with desired achievements. On top of this, we identify the main components of the Confucian model of education which comprise “principles, methods, and skills” leading to “scholarship” and “values.”

Readers will find that certain aspects of the eastern philosophy and cultural notion may transform differently for learners and educators in the western culture, for instance, the Principle of Teacher Facilitation in section “Principle of Teacher Facilitation”, and that some principles can be applied to science education, like “General Principles for Curriculum Management” in section “General Principles for Curriculum Management”.