This article explores Mencius’ extension of moral feelings and its potential to address a key challenge in cosmopolitan education: how to motivate students to expand their existing affection and obligations towards their family and community to the rest of the world. Rather than strong universalism, a Mencian orientation is aligned with rooted cosmopolitanism that takes into account localised and cultural contexts that underpin, determine and give value to social practices. Mencius’ approach, as argued in this essay, highlights the spontaneous human (...) reactions to ethical situations, innate human goodness, analogical reasoning, moral character and agency. A Confucian form of cosmopolitan education gives emphasis not only to the students’ moral imagination but also their instinctual responses, self-reflection and rationality. Such an education seeks to integrate emotions and reasoning through the utilisation of paradigm scenarios that identify and reinforce the natural compassionate feelings in the learner. (shrink)

Is being virtuous good not only for others, but also for the virtuous person herself? Call the “yes” answer to this question “the eudaimonistic thesis.” In this essay, I argue that the most prominent explanation for why Confucius accepts the eudaimonistic thesis should be rejected; this explanation is that he accepts the thesis because he also accepts “naturalistic perfectionism” or that for something to be good for oneself is for it to realize one’s nature and that being a virtuous person (...) realizes human nature. In its place, I propose two alternative explanations: the “hedonistic explanation,” which justifies the eudaimonistic thesis in terms of pleasure, and the “desirability explanation,” which provides a justification rooted in the claims that virtuous people function as normative measures and that they desire that they themselves be virtuous. Finally, I discuss what may have motivated later Confucian philosophers to adopt naturalistic perfectionism. (shrink)

The present article focuses on Zhang Zai’s 張載 attitude toward death and its moral significance. It launches with the unusual link between the opening statement of the Western Inscription 西銘 regarding heaven and earth as parents and the conclusion that serving one’s cosmic parents during life, one is peaceful in death. Through the analogy of human relations with heaven and earth as filial piety (xiao 孝), Zhang Zai sets a framework for an understanding that being filial through life eliminates the (...) fear of death. The article shows that filial piety as a root for morality enables a “sense of immortality,” which is in fact a sense of morality. This moral immortality is elucidated through Zhang Zai’s discussion on vital power (qi 氣) as that which life is made of, which persists through ongoing transformation and enables a moral continuum. This continuum is manifested through filial piety, which transcends the limits between life and death, and thus makes physical death pointless as morality endures. (shrink)

The Analects appears to offer two bodies of testimony regarding the felt, experiential qualities of leading a life of virtue. In its ostensible record of Confucius’ more abstract and reflective claims, the text appears to suggest that virtue has considerable power to afford joy and insulate from sorrow. In the text’s inclusion of Confucius’ less studied and apparently more spontaneous remarks, however, he appears sometimes to complain of the life he leads, to feel its sorrows, and to possess some despair. (...) Where we attend to both of these elements of the text, a tension emerges. In this essay, I consider how Confucius’ complaints appear to complicate any clean conclusion that Confucius wins a good life, particularly where we attend to important pre-theoretical sensibilities regarding what a “good life” ought to include and how it ought to feel for the one who leads it. (shrink)

This paper argues that Mencius is a eudaimonist, and that his eudaimonism plays an architectonic role in his thought. Mencius maintains that the most satisfying life for a human being is the life of benevolence, rightness, wisdom, and ritual propriety, and that such a life fulfills essential desires and capacities of the human heart. He also repeatedly appeals both to these and to morally neutral desires in his efforts to persuade others to develop and exercise the virtues. Classical Greek eudaimonists (...) similarly regarded the life of virtue as both objectively good and subjectively desirable, and appealed to the desire for eudaimonia or happiness to motivate a commitment to the virtues. Mencius offers a carefully crafted, teleological account of human nature that appears designed in part to support his eudaimonism. In contrast with proposals by other scholars, I argue that Mencius’ notion of happiness, analogous to the Greek eudaimonia, is expressed by the construction jìn xìng 盡性, “fulfilling human nature” or the nearly equivalent jìn xīn 盡心, “fulfilling one’s heart.”. (shrink)

In this paper I shall first examine an apparent paradox in Confucius? view on whether everyone is perfectible through education: on the one hand, he states that education should be provided to all, on the other hand, he says that common people cannot be made to know things. To understand this apparent paradox, I shall argue that education for Confucius is primarily moral education, as he teaches his students to become virtuous persons. So the apparent paradox is really one about (...) whether virtue can be taught. I shall argue in the last section that while Confucius? answer to the question is affirmative, he does not think that virtue can be taught in the same way as theoretical knowledge or technical skills are taught. For Confucius, the most effective way to teach people to be virtuous is through personal example. (shrink)

Early Confucian thinkers have an intense interest in the external aspects of moral exemplars. This article explores this interest by unpacking a complicated relation between silence, speech, and moral cultivation in theAnalects. Situating Confucius’s desire to be silent in a pedagogical context, this article points out a tension between speaking of moral knowledge and personalizing it. It argues that silence is considered a desirable pedagogical practice because it fosters a more intimate relation between people and the moral knowledge they receive. (...) This article then offers a detailed analysis of several difficult pedagogical moments between Confucius and two of his most eloquent students, Zigong and Zai Wo. Their problematic ways of speaking provide cases in point that flesh out the arguments sketched above. This article concludes by reflecting on how silence can also be alienating in moral cultivation, and on how people’s styles of speech may shape who they are. (shrink)