Comparing the Educational Philosophies of Confucius and Plato

Thoa Nguyen Van; Hanh Than Thi

doi:10.52521/kg.v22i3.16285

Autor/innen

Thoa Nguyen Van
Hanh Than Thi Foreign Trade University

DOI:

https://doi.org/10.52521/kg.v22i3.16285

Schlagworte:

Confucius, Plato, philosophy of education, ethics, wisdom, teaching methods.

Abstract

This article conducts a comprehensive analysis of the educational philosophy of Confucius, the ancient Chinese philosopher, and Plato, the ancient Greek philosopher. shaping educational thought through distinct but sometimes intersecting perspectives. The study explores their perspectives on the purpose of education, teaching methods, the role of teachers, and the ideal learner model, placing these ideas in their socio-cultural context. Through a comparison of these philosophies, the paper highlights key differences and similarities, and assesses their implications for modern education. The results show that, despite coming from different cultures, both Confucius and Plato emphasize the role of education in the moral and intellectual development of human beings, but with different focuses and approaches.

Downloads

Keine Nutzungsdaten vorhanden.

Literaturhinweise

Azi̇z, M. A. (2023). The philosophical foundation of Western higher education: A critical review of theory and practice. International Journal of Educational Research Review, 8(2), 208-219.

Heng, W. (2013). Cultural interpretations of Socratic and Confucian education philosophy.

Hinchliffe, G. (2006). Plato and the Love of Learning. Ethics and Education, 1(2), 117-131.

Hu, X. (2022, December). The analysis and inspiration of implementing Confucius and Plato’s educational philosophies in the history of China and Europe. In 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022) (pp. 1158-1165). Atlantis Press.

Shahidipak, M. (2022). Philosophy of democracy, shaping city in ancient Greece by Plato and Aristotle. Journal of Social Review and Development, 1(1), 25-29.

Shim, S. H. (2008). A philosophical investigation of the role of teachers: A synthesis of Plato, Confucius, Buber, and Freire. Teaching and Teacher Education, 24(3), 515-535.

Smith, N. D. (2019). Summoning Knowledge in Plato's Republic. Oxford University Press.

STONEHOUSE, L. P., Allison, P., & Carr, D. (2011). Aristotle, Plato, and Socrates: Ancient Greek perspectives on experiential learning. In Sourcebook of experiential education (pp. 32-39). Routledge.

Tan, C. (2017). Confucianism and education. In Oxford research encyclopedia of education.

Tan, C. (2020). Confucian philosophy for contemporary education. Routledge.

Tsai, D. F. C. (1999). Confucius' Ethics and the Four Principles Approach to Bioethics. The University of Manchester (United Kingdom).

Turan, S. (2011). Plato's Concept of Education in 'Republic' and Aristotle's Concept of Education in 'Politics'. EGITIM VE BILIM-EDUCATION AND SCIENCE, 36.

Williams, I. (2010). Plato and education. The SAGE handbook of philosophy of education, 69-84.

You, Z., Rud, A. G., & Hu, Y. (2018). The Contention of a Hundred Schools of Thought: The Philosophy of Moral Education in the Spring and Autumn and Warring States Periods. In The Philosophy of Chinese Moral Education: A History (pp. 65-84). New York: Palgrave Macmillan US.

Zhao, J. (2013). Confucius as a critical educator: Towards educational thoughts of Confucius. Frontiers of Education in China, 8(1), 9-27.

Zhao, S. (2008). Confucianism and other scholastic thoughts in the Spring-Autumn Period and their impact on the Chinese traditional culture and values.