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Lee, W.O. (1996) The Culture Context for Chinese Learners: Conceptions of Learning in the Confucian Tradition. In: Watkins, D.A. and Biggs, J.B., Eds., The Chinese Learner: Cultural, Psychological and Contextual Influences, The Comparative Education Research Centre, Faculty of Education, University of Hong Kong, Hong Kong, 25-41.

has been cited by the following article:

• TITLE: A Reinterpretation of Confucian Philosophy of Education

  AUTHORS: Xia Yu

  KEYWORDS: Confucian Philosophy, Education, Memorization, Critical Thinking

  JOURNAL NAME: Open Journal of Social Sciences, Vol.5 No.7, July 19, 2017

  ABSTRACT: Confucius’ theory of learning is more often than not understood in the West as one which emphasises learning through rote-memorisation and the mastery of essential knowledge as well as behavioural norms preserved in the culture of antiquity, therefore devoid of critical thinking. Drawing on Freire and Dewey’s education theories, this paper re-examines Confucian conception of learning, revealing the coexistence of emphasis on critical thinking as well as memorisation of existing knowledge. We have thus argued that the Confucian philosophy of education is relevant even in the twenty-first century as enquiring and questioning are considered central to the quest for knowledge in Confucian learning.