Confucian Educational Thought and Its Relevance to Contemporary Vietnamese Education
This study explores the contemporary relevance of Confucian educational thought in the context of Vietnam’s ongoing educational reform. It examines how foundational Confucian principles—particularly those related to moral cultivation, pedagogical methods, and the role of the learner—can be adapted t...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-06-01
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| Series: | Philosophies |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2409-9287/10/3/70 |
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| Summary: | This study explores the contemporary relevance of Confucian educational thought in the context of Vietnam’s ongoing educational reform. It examines how foundational Confucian principles—particularly those related to moral cultivation, pedagogical methods, and the role of the learner—can be adapted to align with modern educational objectives. Employing a qualitative, comparative methodology, the research analyzes classical Confucian texts, historical records, and current Vietnamese education policy documents, alongside Humboldtian liberal ideals. The findings demonstrate that Confucian values such as benevolence (<i>ren</i>), ritual propriety (<i>li</i>), and exemplary moral conduct continue to offer meaningful frameworks for promoting ethical development and civic responsibility. Pedagogical techniques, including heuristic questioning, modeling, and situational teaching, remain relevant to modern goals like critical thinking and learner autonomy. While some critiques highlight limitations in Confucianism’s hierarchical structure or insufficient scientific orientation, this study also incorporates existing research showing that Confucian education—particularly across East Asia—has been positively associated with fostering students’ creativity and critical thinking. This paper distinguishes itself by proposing a hybrid model that critically adapts Confucian pedagogy in conjunction with Humboldtian liberalism to enhance both moral grounding and cognitive autonomy in Vietnamese education. The research concludes that a critically integrative approach can support Vietnam in building a culturally grounded, morally resilient, and globally competitive education system. |
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| ISSN: | 2409-9287 |