#101 The Sage: Confucius

​Statue of Confucius at the entrance of the Confucius Temple in Beijing. Photo by Mr. Hall.
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Kudos from last class:

• Read out a few kudos from last class.
  • “Tamsin brought up a point yesterday about how reliable the sources used for figuring out the history of China were and I think that's definitely going to be an important question to ask throughout the course as we try to piece things together.”
  • “Miles made a comment about how it hard to clearly define history, which prompted other to give examples that could help, such as Daphne's comment about the [Shang era] oracle bones, and how China views the usage of the bones in defining history.”
  • “I was intrigued by Eric's explanation of Confucius' idealization of the past and the  positive implications of this philosophy. While I thought that looking to the past as being regressive, he made a comment saying that looking from the past can allow us to learn and progress further into the future.”

Unit I “Finding a Path” (printable version)

Our first unit together will be framed by the philosophical significance of China’s “Axial Age,” stretching roughly from the birth of Confucius in 551 BCE to the rise of the Qin Empire in 221 BCE. Together we will examine key figures in the early Confucian, Mohist, and Daoist traditions. In each case we will be combining historical context with philosophical texts.

Essential Questions:

• What does it mean to have foundational ideas underpinning a civilization? How do these come to be determined?
• How can the debates of China’s “Axial Age” inform our own ideas about how to organize a good society?

Characters (in order of discussion): Confucius, Mengzi, Xunzi, Mozi, Laozi, and Zhuangzi.

Assessment:

At the end of our unit, you will be asked to write a short essay (2-3 pages) that draws upon two thinkers to analyze an important institution in a community or nation of which you have been a part. Your response should:

• Include well-thought-out arguments.
• Robustly support your arguments with specific evidence from our readings. This means accurately depicting the ideas of each thinker and being able to identify key similarities and differences between their context and your own.
• Be relayed in a clear, conversational prose.
• Use citations (Chicago or MLA in-text citations that include page numbers) to reference all specific evidence from the readings.

Please see the Course Information page for information on relevant grading, rewrite, and lateness policies.

What did Confucius believe?

• First, we will take a couple minutes to individually review the quotes we have bracketed (particularly those from pages 16-30) as well as the questions from the last two nights that are relevant to the discussion.
• Once we have all had a chance to review and reflect, we will break into three teams to organize the statement cutouts into “Confucian ideas” and “not Confucian ideas” on the board. Be prepared to use Wills to defend your decisions!

​North China Plain during the late Spring and Autumn period (5th century BCE). Source: Wikimedia.

Confucius and his world

• How might Confucius’s times influenced his beliefs?
• How does Confucius see the role of the state in society? What might be the advantages and disadvantages to such an approach?
• What are the distinguishing attributes of a gentleman (junzi 君子) or proper adherence to the Way (dao 道)? Which of these appeal to you? Which do you find yourself questioning?
• Similarly, is it possible to live by Confucius's teachings today? Which seem most appropriate? Which might need to be adjusted?
• Do you see similarities between his ideas and other thinkers with whom you are familiar? How would his more political ideals align with the viewpoints of the main political parties in the United States today?
• After reading this chapter, are you surprised that he is so revered across much of East Asia today? Why or why not? How do you find yourself responding to his ideas?

Homework: Assignment #102