A Confucian View of Good Teaching
Confucius
Confucius (551–479 b.c.) developed the ethical system that governed society,
politics, and education in ancient China. Concerned with maintaining social
and cultural harmony, Confucius's ideas on education emphasized the proper attitudes
and relationships between teachers and students. Confucian philosophy has had
and continues to exercise an important influence on culture and education in
China, Japan, Korea, and in other Asian countries. The following selection is
from Confucius's "Record on the Subject of Education."
13. When a superior man knows the causes which make instruction successful,
and those which make it of no effect, he can become a teacher of others. Thus
in his teaching, he leads and does not drag; he strengthens and does not discourage;
he opens the way but does not conduct to the end without the learner's own efforts.
Leading and not dragging produces harmony. Strengthening and not discouraging
makes attainment easy. Opening the way and not conducting to the end makes the
learner thoughtful. He who produces such harmony, easy attainment, and thoughtfulness
may be pronounced a skillful teacher.
14. Among learners there are four defects with which the teacher must
make himself acquainted. Some err in the multitude of their studies; some, in
their fewness; some, in the feeling of ease with which they proceed; and some,
in the readiness with which they stop. These four defects arise from the difference
of their minds. When a teacher knows the character of his mind, he can save
the learner from the defect to which he is liable. Teaching should be directed
to develop that in which the pupil excels, and correct the defects to which
he is prone.
15. The good singer makes men able to continue his notes, and so the good
teacher makes them able to carry out his ideas. His words are brief, but far-reaching;
unpretentious, but deep; with few illustrations, but instructive. In this way
he may be said to perpetuate his ideas.
16. When a man of talents and virtue knows the difficulty on the one hand
and the facility on the other in the attainment of learning, and knows also
the good and bad qualities of his pupils, he can vary his methods of teaching.
When he can vary his methods of teaching, he can be a master indeed. When he
can be a teacher indeed, he can be the Head of an official department. When
he can be such a Head, he can be the Ruler of a state. Hence it is from the
teacher indeed that one learns to be a ruler, and the choice of a teacher demands
the greatest care; as it is said in the Record, "The three kings and the four
dynasties were what they were by their teachers."
Questions
-
According to Confucius, what principles contribute to successful
teaching and learning?
-
What deficiencies may interfere with students' learning?
-
When should teachers vary their teaching methods?
-
What did Confucius believe was an appropriate teacher-learner
relationship?
-
What are your ideas of good teaching—which are part of your philosophy
of education—and how do they agree with or differ from Confucius's ideas?
Source: Robert Ulich, ed., Three Thousand Years of Educational Wisdom (Cambridge,
Mass.: Harvard University Press, 1954), pp. 21–22.
