From the Educational Paradigm Conceived by Confucius to the One that Prevailed: A Reassessment of Contemporary Interpretations and Misconceptions About Its Alleged Authoritarianism

Title

From the Educational Paradigm Conceived by Confucius to the One that Prevailed: A Reassessment of Contemporary Interpretations and Misconceptions About Its Alleged Authoritarianism

Author

Chuan-Chih Hsu, Chia-Shih Su, Kua-I Su, Chia-Li Su

Page

01-46

DOI

10.6163/TJEAS.202512_22(2).0001

Abstract

This article explores the divergence between the educational paradigm articulated by Confucius and the state-centered educational systems that later emerged in East Asian societies, particularly under the influence of Legalist thought and bureaucratic imperial examination regimes in imperial China. Drawing upon a close reading of classical Confucian texts and contemporary comparative educational research, the study reveals that Confucian pedagogy originally emphasized moral self-cultivation, dialogical learning, and the nurturing of student agency. However, these principles were progressively overshadowed by institutional mechanisms of social control, meritocratic credentialism, and rigid curricular structures, particularly during and after the Han dynasty. Such historical developments contributed to the modern misconception of Confucianism as inherently authoritarian or passive. By analyzing current educational reforms and curriculum models inspired by Confucian ideals in countries such as China, South Korea, and Taiwan, this study underscores the paradigm’s potential to support critical thinking, ethical engagement, and learner-centered instruction. The findings call for a reassessment of Confucian education not as a monolithic tradition, but as a dynamic pedagogical resource that, when disentangled from statist appropriations, can inform inclusive and context-sensitive educational policies across diverse East Asian contexts.

Keyword

Confucianism, Confucian educational paradigm, Teacher-student relationships, Student initiative and expression, Critical thinking and creativity

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