> In article <1176255318.333487.277...@y5g2000hsa.googlegroups.com>,
> abianc...@my-deja.com says...
>

>> Confucius' teaching has great influence not only on education but also
>> on other areas, not only in China but also in other E. Asian
>> countries, not only in the past but also the present time. Read the
>> following UNSECO article on the topic, enjoy!!!

>

>>http://www.ibe.unesco.org/publications/ThinkersPdf/confucie.PDF

>
> It also says:
>
> "Confucius was not unduly concerned about the links between education
> and economics, but he nevertheless maintained THAT PROSPERITY SHOULD
> TAKE PRECEDENCE OVER EDUCATION." (Page 5, Education and Economics)
>
> As I said, the East Asian "reverence" for education is about MONEY, not
> the importance of education.
>
> So if you want to say Confucius' teachings about education influenced
> East Asian countries' economic prosperity, I'll agree with you to this
> extent: Confucius put MONEY ahead of EDUCATION.
>
> Verno
> --
> Have a banana, Koko!
>
>
>
>
>

>> "From the time it began to spread, Confucian thought deeply influenced
>> the political,
>> economic and cultural, and to an even greater extent the educational
>> and ethical, development
>> of the countries which it reached. This was especially the case in
>> Korea, Japan and Viet Nam
>> which-when Confucianism arrived-were either in a state of transition
>> from a primitive to a
>> slave-owning society, or moving from the latter into feudalism. None
>> of them had written
>> languages, still less school education. With the introduction of the
>> Confucian classics, they
>> adopted Chinese characters, started to publish books and followed the
>> Chinese example in
>> establishing schools where the Master's doctrine was taught. The
>> propagation of
>> Confucianism may thus be seen as being directly responsible for the
>> emergence of their
>> systems of schooling. Confucianism left its mark on the training of
>> scholars as it did on the
>> recruitment of officials. Schooling in each of these countries, at
>> central as well as local levels,
>> in public or in private establishments, at higher and at lower grades,
>> and whether in matters of
>> goals, content, selection and promotion of teachers, or assessment and
>> placement of students,
>> is characterized by a remarkable fidelity to Confucian principles.
>> Indeed, Confucius became a
>> cult figure in all schools and at all levels. In Japan, he was revered
>> as the 'Supreme Sage and
>> Foremost Teacher'; in Viet Nam, as the 'Teacher of Ten Thousand
>> Sovereigns'. He was
>> taken as a model by successive generations, and the supreme
>> incarnation of virtue, an object
>> of veneration for teachers, pupils and society as a whole.
>> Confucianism also permeated
>> family and social education, the education of women and small
>> children, the education
>> dispensed at the Imperial Court and the education of expatriate
>> students. In all these
>> countries, as in China, the Confucian classics served as didactic
>> models during the feudal
>> period, education being based on respect for Confucius and the reading
>> of his canonical
>> works. They may thus justly be claimed to have significantly extended
>> the scope of the
>> pattern of education which Confucius had initiated in China.
>> As for the recruitment of officials, examinations based on
>> Confucianism, as applied in
>> China, were organized over a period of eleven centuries (from 788 to
>> 1893 AD) in Korea and
>> for more than eight centuries (from 1075 to 1919 AD in Viet Nam). Such
>> was not the case in
>> Japan, but its people, from their supreme authorities down through the
>> administrative
>> hierarchy at all levels, including the Shogun and their followers,
>> were the first to venerate
>> Confucius and to practise the classics. Familiarity with Confucius'
>> ideas and canonical works
>> was also an important criterion for the appointment of officials.
>> Today, Confucius still has an
>> important place in the education system of countries of the region.
>> Japan, Singapore, Korea
>> and South Viet Nam (before the reunification of the country) remained
>> particularly faithful to
>> his thought, especially in the domain of moral education. In 1982, the
>> Government of
>> Singapore exhorted its citizens to study and to disseminate Confucius'
>> teachings, which were
>> described as embodying 'the essentials of the art of government' as
>> well as the moral rules of
>> life in society; classes in Confucian ethics were subsequently
>> included in secondary
>> education, with large-scale promotional campaigns. In the other Asian
>> countries, the past and
>> present influence of Confucianism on education, although less far-
>> reaching, is nevertheless to
>> a greater or lesser extent perceptible, pointing inevitably to the
>> conclusion that no other
>> teacher has been as influential as Confucius in this part of Asia."- Hide quoted text -

>
> - Show quoted text -