This paper makes a bold attempt to make sense of contemporary Koreans’ common expectation of the educational role of public school teachers by tracing its historical and cultural roots to the neo-Confucian humanistic tradition of the Joseon dynasty in Korea that lasted for about 500 years until Korea began to modernize in the late nineteenth century. In this attempt, the key concepts to be explored as equivalent to the Western idea of ‘liberal learning’ are the Confucian ethics of ‘learning for (...) oneself’ and its relation to schooling and teaching. The discussion focuses on whether and how this ethics of learning can be recovered in such a way as to accommodate the postmodern condition of our society, as the educational legacy of the humanistic tradition of East Asia that can keep the public spirit alive in modern schooling. (shrink)

Mengzi believed that tyrannical rulers can be justifiably deposed, and many contemporary scholars see this as evidence that that Mengzi endorsed a right of popular rebellion. I argue that the text of the Mengzi reveals a more mixed view, and does so in two respects. First, it suggests that the people are sometimes permitted to participate in a rebellion but not permitted to decide for themselves when rebellion is warranted. Second, it gives appropriate moral weight not to the people’s judgments (...) about the justifiability of rebelling, but rather to certain affections and behaviors that closely track their life satisfaction. I contend that in both respects the permissions Mengzi grants the people fall short of a proper right of rebellion. I conclude that the more historical account of Mengzi’s “just revolt theory” suggests an intriguing division of justificatory labor, and note some of the advantages of this account. (shrink)

(2006). The Normative Justification of Traditional Chinese Authoritarianism. Critical Review of International Social and Political Philosophy: Vol. 9, No. 3, pp. 379-397.

A central issue in Chinese philosophy today is the relationship between Confucianism and democracy. While some political figures have argued that Confucian values justify non-democratic forms of government, many scholars have argued that Confucianism can provide justification for democracy, though this Confucian democracy will differ substantially from liberal democracy. These scholars believe it is important for Chinese culture to develop its own conception of democracy using Confucian values, drawn mainly from Kongzi (Confucius) and Mengzi (Mencius), as the basis. This essay (...) describes some obstacles to this form of Confucian democracy. It argues that considering the political philosophies of Kongzi and Mengzi in the context of their views on personal cultivation reveals that they oppose some of the central assumptions of democracy. They do not trust the public to make good decisions, and advocate government for the people, but not by the people. These philosophies alone cannot generate democracy. (shrink)