Holistic Education from the Perspective of Confucianism

Huang Chen

doi:10.54097/z5a9q754

Authors

Huang Chen

DOI:

https://doi.org/10.54097/z5a9q754

Keywords:

Holistic Education, Confucianism, Harmony, Chinese Context

Abstract

Holistic education has incurred attention from researchers around the world. Confucianism as an influential educational philosophy in Eastern countries resembles a holistic approach in many ways including the emphasis on whole development, as well as on educational principles, methods, and contents. The article aims to provide a deeper understanding of holistic education in the Chinese context by interpreting holistic education from a Confucianism perspective and the theme of harmony is illustrated. Furthermore, the implications for teachers are analyzed to facilitate holistic education accordingly. The findings suggest the thoughts embedded in Confucianism are in consistent with holistic education principles of inclusiveness, balance and connectedness. To implement holistic education in Chinese context, policy makers, school principals and teachers could combine Confucian thoughts with the development and flourishing of whole person.

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