Confucianism has many influences on education of Vietnam and Singapore Originated from China, Confucianism, an ethical and philosophical system developed from the teachings of Chinese philosopher Confucius, is considered as one of the largest religions in Asia, concerned with the principles of good conduct, practical wisdom, and proper social relationship. Among Association of Southeast Asian Nations (ASEAN) countries, Vietnam and Singapore are profoundly affected by Confucian ideas in many aspects of life such as economy, policy, society and especially in education. Although both Vietnam and Singapore’s education have been influenced by Confucianism, there are similarities and differences between two countries in terms of origin, moral education …show more content…
In Vietnam, the obligatory moral curriculums for students are Moral Education in primary levels, Civics education in secondary levels, and Marxist sciences and Ho Chi Minh thoughts at university. The aim of these curriculums are character and personality building, citizenship education, and spreading the ideas of inculcating socialist thoughts and socialist principles respectively (Truong, 2013). Different from Vietnam, all Singapore students have to take the compulsory subject ‘Civics and Moral Education’ (CME) at the primary and secondary levels, and ‘Civics’ at the pre-university level. Six core values identified as the foundation for good character are respect, responsibility, integrity, care, resilience, and harmony. According to Tan (2013), these six values are intended to “complement and reinforce” various state- sanctioned visions, namely “Our Shared Values, the Singapore Family Values, the Singapore 21 Vision and the National Education messages”. Regarding Confucian ideology in Vietnam and Singapore’s education, two outstanding believes are the importance of family and society, and the value of knowledge and self-cultivation. However, the expression of these two Confucian basic concepts in each country is not completely …show more content…
Confucians value self-cultivation considered as long-life learning that one person must pursue for his whole life, accordingly, people have to learn constantly, and the only way for them to achieve their understanding is learning (Thang, 2013). Absorbing this idea, Vietnam and Singapore’s education encourage pupils to be an eager and diligent learner, balance the ‘self’ with ‘others’ through active learning, self-reflection and self-evaluation. The distinction is that subjects in Vietnam’s school bias towards knowledge in the curriculum, and Vietnam’s education have a tendency to feature scores and achievements of individuals that make students under pressure of exam and studying (Education in Vietnam: Development history, challenges and solutions, 2005). Besides, academic achievements are highly appreciated than non-academic achievements, thus arts subjects are secondary subjects. Singapore’s education is more creative because subjects combined knowledge and skills through questions and interaction in class. Their pupils will be able to know their strengths and weaknesses and know how to improve themselves right from the primary level (Civics and Moral Education Syllabus, 2007 (Character and Citizenship Education Primary Syllabus, 2014)). Especially, schools recognize the talents of students in both academic and
Taoism, Confucianism, and Buddhism are all very different sets of beliefs, but yet they are very similar. Confucianism in the Han Dynasty revolved around family morals and the importance of inner morality. Confucianism is “the system of political and ethical ideas formulated by the Chinese philosopher Confucius toward the end of the Zhou Dynasty; it was intended
What can we learn about Confucianism from this excerpt? Master wants people to follow the rules. Master has three good ideas sufficiency of food, sufficiency of military equipment, and the confidence of the people in their ruler. Master says that military equipment is the most important. The goverment will not do anything if their is no order.
The authors purpose is to show that Confucius is the a real teaching in China while Buddhism was not and just an idea. Finally, many people did not believe that Buddha had any affiliation with China and the dynasties. Buddha did not speak Chinese nor wear Chinese cultural clothes and he came from India which leads many scholars to believe he did not have an effect. For example, “...to say that Buddha is no more than a cult… did not exist here in ancient time.(Document 4)” The point of view of the author is against Buddhism and does not believe that Buddhism had any correlation with China.
Many people have mistaken Confucianism as a religion. However, it is a system of belief, a philosophy. This belief emphasizes on respect and harmony of relationships. Moreover, it pushed for a well-ordered society by accentuating human relationships, a righteous leader and a good education. Confucius, a philosopher and a teacher, founded Confucianism.
Religions like Daoism or Buddhism and philosophies like Confucianism had great control over how East Asia was run. These ideologies resonated with all walks of life from the time: Buddhist karma gave the common people something to look forward to; Confucian guidelines made the relationship between government and the governed better; Daoism gave purpose to many spiritually confused people. Some government officials used the influential powers of these religions to make political gains. Others used certain aspects of the religions to dissent from the government’s tight grip on society. Most used them to find inner peace and motivation.
Compare and contrast the roles of Confucianism and Buddhism in both China and Korea until roughly the 7th century Introduction East Asia is the largest emerging economy of the world at present, and this phenomenon can be traced back to its cultural, demographic, political and social traditions and identities. Yang and Tamney (2011) said religion was an integral part of cultural which played an extremely great role in enriching people’s spiritual life, guiding people to do good (p.132), and strengthening the state authority and legitimating their rule by instilling people with the politics-oriented beliefs from the perspective of the ruling class. Confucianism and Buddhism played a dominant role in the feudal society in both China and Korea and they exerted far-reaching impacts on both countries until today. As religion, both Confucianism and Buddhism served similar purposes in maintaining the social orderliness and stability, despite the differences between them in the religions beliefs and their impacts. In this paper, the roles of two mainstream religions, Confucianism (including Neo-Confucianism) and Buddhism in China and Korea until roughly the 7th century are compared and contrasted in various aspects.
Confucianism enforced harmony, between people while legalism enforced strict following of rules. For confucianism was built on the belief that harmony results when people in society accepted their place in their lives. However, Legalism was built on the fact that all humans are more inclined to do the wrong thing instead of the right thing due to the motivation of self-interest. Confucianism is described through the five key relationships: father to son, elder brother to younger brother, husband to wife, elder friend to younger friend, and ruler to subject. But legalism was described
Some people might argue that a child’s upbringing forms the child’s foundation of life. It forms the child’s identity and its view of life. The upbringing of children is a wide concept because it is never the same. The question is if there is an edge between upbringing and torture. The intention of upbringing is indisputable – you want your children to have a great life and a great future, but perchance certain ways of educating children can cause more damage than good.
That the way to find peace was by allowing the natural things to happen and letting yourself to go along with them rather than trying to control the world to your own needs and desires. Confucianism, like Buddhism, is about following teachings rather than worshiping one god. The teachings claim that all humans are essentially good and this must be practiced toward all humans. Virtues and moral wisdom are essential components of a good person. Education and learning are also highly
Confucius believed that there is an order in the universe. The key idea of Confucianism is that it is political and ethical and not spiritual at all and the idea of filial piety, or idea that everyone has a specific place or job in a community or family. As in document 1, Confucius wrote “ Filial piety and brotherly respect are the root of
EYE37WB-2.1 Describe areas of learning and development within the current framework which relate to school readiness. Prime areas of learning Specific areas of learning Persona, social and emotional development • The development of the children‘s confidence. • How children manage their feelings.
In this paper, we’ll study some of their famous pedagogy thought to explore what influences they have brought to the Chinese and westerners’ cognition and behavior and why the two civilizations developed in same period would diverge in such a degree. Furthermore, I
Moreover, the influence of Confucianism obstructs ancient women right. The Three Obediences and the Four Virtues derived from Confucianism to control and tyrannize female. Confucianism classifies male and female’s proper role by heaven-ordained explanations more than two thousand years ago. (Hays, 2008). Confucianism is a way of life and philosophy created by Confucius (Kong Fuzi).
In addition to Buddhism, Confucianism emerged from China and quickly spread throughout Japan. More of a philosophy than a religion, Confucianism teaches people the proper way to behave in a society. For example, Confucianism added a hierarchy to Japanese society, including the five main relationships and particularly filial piety. This social hierarchy based on Confucianism also made way for a Chinese-based governmental structure (Varley
The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes. It is most concerned with the public schooling systems of modern industrial societies which including the expansion of higher, further, adult, and continuing education. Education has often been seen as a fundamentally optimistic human endeavour characterised by aspirations for progress and betterment. It is understood by many to be a means of overcoming handicaps, achieving greater equality and acquiring wealth and social status. In Malaysia context, Malaysian education system revolves around the National Education Philosophy where it aims to produce a loyal and united Malaysian nation, produce faithful, well-mannered, knowledgeable, competent and prosperous individuals, produces the nation’s human resource for development needs and to provide educational opportunities for all Malaysians.