This paper will discuss some reflections on the relationships (or non-relationships as it were) of Confucius’ writings and the articles identified in the ILRC list.
Confucius philosophy
Confucius’s philosophy stress individual and administration integrity, the rightness of communal associations, fairness, and honesty. His argument advance frazzled the improvement of actions of knowledgeable leaders in the human past with not as much emphasis on its correlation to heaven. His center of attention was on redefining the phrase thereby submitting to individual dealings dedicated to constructing the perfect world, rather than in compliance to orthodox principles of observance. Confucianism indicates that whereas engaging cardinal self-interest is not essentially awful, an individual would be an improved, more honorable individual if one founded an individual’s existence upon a subsequent course intended to develop the improved good quality, and result of these teachings. This is doing the correct thing for the correct cause. Confucius’s ethical method was founded upon consideration and accepting others, somewhat then exquisitely laying down the system.
His observation is based upon synchronization with other populace, fashioned in the course of this type of moral practice by increasing recognition of the importance of personality and putting others in mind. He advocated for a well-built family devotion, forebear reverence, value of adults by minors, and relations foundation for perfect management (Confucius, 500 BC).
Importance of education
Education is important to an individual to enhance one’s skill and imparts relevant information to an individual. Exceptional systems of learning should not only pass on expertise but should pass on educational moral fiber as well as create a conducive learning environment that promotes a strong good judgment of the public. A student should strive to attain personal skills at the same time work as a team to minimize character-related evils.
Educational Character
Educational character is very important for the continued existence of society as all generations of youth attain the morals and qualities which are fundamental to society’s survival and success. In line with this, the powerful effects of self-efficacy can be seen in teacher action. Teachers’ behavior varies with self-efficacy belief. Teachers with high instructional self-efficacy spend more time planning and organizing classroom activities and are more open to new methods and ideas to meet students needs (Guskey, 1988)
Confucius’s view was based on moral character and came to position the need to balance between observing the norms and intelligence so as to bring about a principled social foundation and breaking them in order to bring about moral good. This implies that in institutions of learning character should be improved so as not only to attain the self-importance of an individual but for the ethical good of the general public. Education alone is not a totality of an individual’s success but a person’s character is a major contributing factor.
Treasured qualities such as being kind, sincere, enduring, and considerate are intended to improve associations among students, teachers, parents, and the society at large. Morally stable societies have excellent systems of leadership and a positive working environment that fosters development (Colgan, 2003). Many factors encourage and build up personality in learners and it has been found that parents have the most major impact on student’s ethical improvement and therefore there is a major need for them to be participating in education personality programs in the learning centers. The venture learning approach is well thought-out to advance harmony among students, and approval of diversity and a feeling of society. Teaching communal, attitudes, expressive skills and qualities ensures success in the community and emotional areas alongside side effect practices of teaching academic lessons. Aristotle wrote on the improvement of excellence, arguing that to be successful in any expertise, involves becoming upright, the call to practice those qualities that will lead us to it. He stated that we grow to be just by putting into effect just measures, self-controlled by putting into effect self-discipline, and audacious by performing acts of audacity. It is an essential theme that the good quality is refined in us right from the premature stages (Aristotle, & Pakaluk, 1998).
the kind of injustices in society today leave us wondering does such behavior reflect a lack of a proper education in moral behavior? Can education character result in moral behavior?
The community protested and shouted. People demonstrated with banners inscribed with cards signed by members of the society, insisting that some educational programs be reinstated (Romanowski, 2003). In line with this, the school was able to consider the teacher and the issues of fine art classes were looked into. This reflects the moral stability of the society and the ability to fight for justice in the educational systems and ensure that the rights of others are not violated especially those looked down upon.
Reference List
Aristotle, C., & Pakaluk, M. (1998). Nicomachean ethics. New York, NY: Oxford University Press.
Colgan, C. (2003). Making character education work. American School Board Journal, 190(11), 34-35.
Confucius (500 BC). The Great Learning (J. Legge Trans.). Web.
Guskey, T.R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4,63-69.
Romanowski, M. (2003). Lessons for life. American School Board Journal, 190(11), 32-35.