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