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Resurgence of Confucian education in contemporary China: Parental involvement, moral anxiety, and the pedagogy of memorisation

Wang, Canglong

Authors

Canglong Wang



Abstract

The resurgence of Confucian education in present-day China has received increasing academic attention over the last two decades. However, certain aspects of this trend remain poorly understood, particularly parents’ involvement in their children’s Confucian education. Based on a qualitative study conducted at a Confucian school, this article sheds light on why some Chinese parents today send their children to learn the Confucian classics. The parents interviewed criticised China’s examination-oriented state school system, which they regarded as too practically oriented to realise students’ personal and moral development. Instead, they wanted their children to cultivate Confucian virtues and moral suzhi (‘quality’). Also, Wang Caigui’s theory of ‘children reading classics’ education strengthened the parents’ confidence in the Confucian pedagogy of memorisation. Based on these findings, the article argues that using the critique tool, parents who advocate Confucian education have emerged as critical citizens who reflect on how not to be governed by the mainstream state education.

Citation

Wang, C. (2022). Resurgence of Confucian education in contemporary China: Parental involvement, moral anxiety, and the pedagogy of memorisation. Journal of Moral Education, https://doi.org/10.1080/03057240.2022.2066639

Journal Article Type Article
Acceptance Date Apr 18, 2022
Online Publication Date May 18, 2022
Publication Date 2022
Deposit Date Jul 30, 2022
Publicly Available Date Aug 1, 2022
Journal Journal of Moral Education
Print ISSN 0305-7240
Electronic ISSN 1465-3877
Publisher Routledge
Peer Reviewed Peer Reviewed
DOI https://doi.org/10.1080/03057240.2022.2066639
Keywords Parental involvement; Suzhi/quality; Confucian education; Critical citizen; Moral shift; Chinese learners
Public URL https://hull-repository.worktribe.com/output/4029530

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Publisher Licence URL
https://creativecommons.org/licenses/by-nc-nd/4.0/

Copyright Statement
© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.




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