Samuel Aboagye
Ph.D. Student, Capital University of Economics and Business-Beijing
Topic: THE INFLUENCE OF CONFUCIUS’ THOUGHTS ON CULTURE AND
EDUCATION in CHINA AND GHANA.
Abstract
Education and Cultural uprightness are essential themes in Confucianism, an old philosophical
philosophy with a lot to teach us. This paper examines the intellectual contribution of
Confucianism toward Education and culture in China and Ghana, including its core ethical
standards and principles.
A primary goal of formal education is to help students develop into morally upright people. This
circumstance, however, calls for comprehensive and efficient ethics instruction. For this reason,
educators must play a central role in communicating moral principles to their students. Ghana is a
country in Africa that stands out not only for the good performance of its citizens in foreign
institutions but also for its dedication to fostering moral character and producing excellent
educators. As a result, this research aims to analyze how Confucianism has played a role in shaping
the culture and education in China and Ghana. This research has important implications for the
understanding of the influence made by Confucius on the educational system of a country like
China and Ghana which is a highly structured social system based on its dedication to education
and the values of Confucianism.
1. Introduction
All over the world, Confucius is seen as the greatest teacher in ancient China. Confucius was the
founder of the Confucian school and the Humanist thinker of the Spring and Autumn. Born in 551
BCE, Confucius was a Chinese educator and scholar whose principles can in any case be applied
to Chinese convictions and customs today, as well as reasoning across the globe. His teaching was
all about how to live above reproach. Ensuring that everyone can live as a man of virtue full of
dignity by cultivating a human mentality.
China is greatly influenced by Confucianism. The moral code that Confucius, a sage on par with
Plato and Aristotle, developed has significantly impacted how the Chinese view the world. Asia
and possibly even Europe were also significantly affected. This has had a significant impact on
many African countries including Ghana. A lot of people think that Confucianism was a way of
life, a religion, or a philosophy. Nonetheless, it was something other than a conviction framework:
Values and a lifestyle are associated with Confucianism.
In ancient China, Confucius’ teachings had a great influence on Chinese intellectuals, government
(Han Dynasty: Confucianism encouraged the government to give jobs to educated people rather
than nobles), society, and even traditional Chinese culture (Valerie Forgeard, 2021). When looking
back on the development of ancient Chinese education, many of the fundamental educational
concepts that had a significant impact on subsequent generations can be attributed to Confucius.
This is widely seen even beyond the borders of China, and since time passed, Ghana has benefited
from the ideals and foundation of Confucius’s teachings and beliefs which has led to the
establishment of two Institutions in Ghana.
This paper aims to maintain that Confucius, an influential teacher whose teaching emphasizes the
well-being of humanity as a whole, has made an impact on the culture and educational system of
China as an important school of thought in education. It further explores how impactful the
thoughts and teaching of Confucius have been on the educational system of Ghana.
Education is the primary concern of the Confucian tradition. The development of one's character
is the primary goal of Confucian education. Learning to be human is the same as character-building
education. Personal character development is a priority for Confucians, but family, community,
and the world come before the individual. The modern world greatly benefits from the Confucian
approach to education and learning, which emphasizes humanity and helping others.
2. History of Confucius (Confucianism)
Confucius was a Chinese philosopher, teacher, writer, politician, and prophet who was also known
as Kong Qiu or K'ung Fu-Tzu. He believed in ethics and personal values as well as had a strong
social conscience. He thought that everyone has the potential to make a difference in their own
lives and society. Confucius belonged to the Shi class, which was a social class between the
aristocracy and the common people. He was born in the province of Shandong in 551 BC in eastern
China. He lost his father when he was three years old and was raised in poverty by his mother.
Confucius, who lived from 551 to 478 B.C., is well-known all over the world and is probably one
of the most well-known historical figures from China. Confucius was a well-known philosopher
who lived 2000 years ago. At the time, he was not very well known, but generations later, he
became well known. The Shang Dynasty had ended, and China was in a state of disintegration and
upheaval when Confucius lived. Even though there was a (Son of Heaven) in theory, the various
regional vassal rulers each had a lot of power, and the various states often clashed in battle. In
contrast to the bellicose culture of his day, Confucius lived in the state of Lu, which is now part of
Shandong Province. He advocated for benevolence and an end to violence.
The king of Lu ignored Confucius’s teachings and with that Confucius set off in search of another
ruler who would take note of his message. Alter traveling through many states, no one would listen
to what he had to say. During this time Confucius was merely one of many thinkers with a
philosophy to promote, such as Laozi (571 B.C.—47l B.C.), Mozi (468 B.C.—376 B.C.), and
others. These various orators debated and competed amongst themselves and for society, at that
time there was not one philosophy that was considered mainstream.
A lot of people think that Confucianism was a way of life, a religion, or a philosophy. But it was
more than just a set of beliefs: Values and a lifestyle are associated with Confucianism. Confucius
was a poet, politician, philosopher, and educator who was born in 551 BCE. During the Zhou
Dynasty, which lasted from 1046 BCE to 256 BCE, his teachings grew in importance and became
the foundation for a lot of Chinese culture and society. Before it was revived, Confucianism was
suppressed during the Qin Dynasty (1636-1912). His teachings are still relevant in China and
elsewhere today.
Almost all his teaching centered on respecting life, caring for others, and doing unto others as you
would wish done to you. This changed the way of thinking of his followers by showing them how
to show leniency, honesty, sincerity, charity, etc. It is through his teaching that people understood
that to be a man of virtue, one must be willing to sacrifice his own life for others. Confucianism is
a lifestyle and set of lessons created from the mindset of Confucius, a man who lived in China in
the sixth century BCE. The Confucius mindset stresses individual and National morality, the
rightness of social connections, equity, custom dignity, and genuineness. Unlike other conviction
frameworks, such as Taoism or Buddhism which zeroed in on profound freedom or nirvana,
Confucianism kept up with the that a definitive objective was to make a peaceful society. It
fundamentally affected East Asia, and - some contend - somewhere else.
2.1 Growing Up and his Philosophy
Not a lot is known about the childhood of Confucius. He was born in the state of Lu in 551 BC.
His father was a soldier named Kong. He died when Confucius was three years old. The rest of his
childhood was spent in poverty as Confucius was raised by his mother (Ducksters, n.d)
The Confucius family belonged to the "shi," or growing middle class, in China. Despite not
belonging to the nobility, they were regarded as superior to the common peasants. He had a
perspective on life that was different from most people. He thought that a person's abilities should
be rewarded and promoted, not their family's background. Confucius didn't begin as a shrewd
educator; he worked various typical positions first. They included clerkship and shepherding.
Confucius eventually found employment with the government. He began his career as the governor
of a small town and progressed through the ranks until he became a government advisor at the
highest levels. He was accepted into the group because of his academic achievements as well. Due
to this, he was able to work his way up from the position of apprentice to that of a government
official.
Confucius was a self-educated guy with a bright mind and curious curiosity, so he took the time
to familiarize himself with the six arts. By seeing rituals in everyday life, he became familiar with
them. He had a deep appreciation for music and never missed a chance to talk shop with touring
musicians or historical figures (Wan, 1980). As a skilled hunter and coach driver, he honed his
skills with the bow and arrow and the chariot. He was quite sportsmanlike in the archery field since
he never shot at a bird that was sitting still. The solely written records of the time, the annals of Lu
contain chronologies of events, which he studied extensively. In his role as a bookkeeper, he was
able to hone his numeracy and accounting abilities. Confucius' education was as extensive and
progressive as any young man in his time could afford, as he learned to read, write, and practice
the six arts.
Confucius showed early promise as a young man who recognized the worth of knowledge as a
means to improve his social standing. Because of his education, doors that would have been closed
to him before were suddenly opened (Chen et al., 2016). When he was thrown in with the working
class, where he had to scrape together a living and develop a sense of solidarity and belonging
with the people he was supposed to represent, the seeds of his later democratic principles were
planted (Bahtilla & Xu, 2021). The democratic principle, which he emphasized as a teacher, was
ingrained in him from a young age; he believed that every young man, regardless of his
socioeconomic status, deserved the chance to receive an education (Wan, 1980).
A debate exists as to whether or not Confucianism may be considered a religion. The best way to
understand Confucianism is as a moral and character-building philosophy. However,
Confucianism likewise started as a restoration of a previous strict custom. Confucius himself is
worshiped as a spirit rather than a god, and there are no Confucian gods. But there are Confucian
temples, places where important community and civic rituals take place. Many people refer to
Confucianism as both a religion and a philosophy, and this debate remains unresolved. The basic
idea of Confucianism is the significance of having a high moral character, which can subsequently
have an effect on the environment around one through the concept of "cosmic harmony." If the
Emperor is completely moral, his reign will be one of kindness and tranquility. If you stray from
the ancient lessons, you're asking for catastrophe and trouble. Developing ren, sometimes spelled
"humanity," can help you cultivate admirable qualities like respect, selflessness, and humility.
Confucius thought that education was essential for the cultivation of such a moral disposition.
Humans, in his opinion, are good, but some of their actions could have been better. In
Confucianism, rituals were intended to foster a sense of respect and community among members
of a group.
Here are some of the basic ideas of Confucianism:
•
Treat others kindly.
•
Have good manners and follow daily rituals.
•
A man should have good morals and ethics.
•
Family was important and ancestors were to be respected.
•
A true man had the qualities of integrity, righteousness, altruism, goodness, and loyalty.
•
One should practice moderation in all things.
•
He believed in a strong and organized central government.
Traditional Chinese culture, administration (particularly during the Han Dynasty, when
Confucianism encouraged the government to hire educated people instead of nobles), and Chinese
intellectuals all owe a great deal to Confucius's teachings. He offered new perspectives predicated
on the importance of social order and the idea of harmony. You can get there in part by traveling
across the middle and upper parts of China. The ideas of Confucius remain central to modern
Chinese classrooms. The concept of filial piety is still taught and practiced in many parts of China
today. For instance, when students visit their parents, they bow to them out of respect. Children
are taught to respect and appreciate their country in addition to the family unit, which is just one
aspect of this idea. Confucius had many sayings and ideas relating to many fields. But as a student,
He was a man moving with time, as his teaching and Philosophy were centered around the lowest
to the highest levels of people and not discriminating. Indeed, he helped broke the aristocratic
monopoly of learning which led to the setting up of private academies which became accessible to
both the rich and the poor.
3.0 Confucius’s Concept of Education
Confucius considered man’s nature to be inherently good and believed that every person has
feelings of pity, shame, and moral goodness. Humanity, justice, and wisdom are within a person’s
nature. However, he or she can be made to do evil as a result of external influence (Ng, 2009). As
a result, Confucius believed that self-cultivation and education were the keys to overcoming rivalry
within a group and developing self-discipline. Education was restricted to nobles and regulated by
officials before Confucius. By making education accessible to everyone, Confucius revolutionized
education. He asserts that there is no class distinction in education. Every human being has the
potential to learn and grow. A person who wants to learn should learn.
Confucius, when asked about the purpose of education, answered that there are five essential moral
ties in society, which he referred to as the five wheels. These relationships are as follows: kingservant, father-child, wife-husband, brother-friend raft. A servant must obey the king, children
must respect their parents, friends must support one another, and wives must respect and support
their husbands according to the rules established by each relationship. Respect comes first in a
relationship's hierarchy, above even filial piety. Confucius argues that to succeed in socially ethical
relationships, individuals need to adopt the virtues of civility, righteousness, courage, wisdom,
faith, loyalty, courage, and respect.
Because Confucius is committed to the idea that virtuous individuals should govern society, he
placed a high premium on the teaching of moral principles to his students. The word "human" is
presented as the most significant aspect of his discussion. Reason is the most important category
in Confucius's ethical teaching, and it represents the highest value step on the human moral ladder.
Other desirable characteristics are generosity, faithfulness, bravery, and a sense of filial piety.
It is worth noting that, Confucius taught students from all backgrounds, rich and poor. One of his
sayings that changed many mindsets of leaders was that, if rulers were good people—wise,
trustworthy, and generous—they could lead by example. He continued to always emphasize the
values of virtue and tradition, propriety and humility.
Indeed, twenty-five hundred years later, Confucius’s ideas about education, government, right
behavior, and compassion continue to inspire millions every day. What makes him the greatest
teacher in ancient China is that Confucius in cultural terms is comparable to that Jesus of Nazareth,
the Buddha, and Muhammed. Trying to understand the East Asian world without any knowledge
of Confucianism would be akin to trying to understand the Western world without any knowledge
of Christianity.
Indeed, Confucius placed a significant emphasis not only on the teaching of ethics and political
competence but also on the education of artists. Aside from the music that is played throughout
the celebration, there are also other activities such as radiation (the practice of archery), chest
(horse riding and carting), letter (writing), and number (calculation). Confucius tells his students
that education concerning knowledge, despite being limited, can be somewhat practical and is
consistent with the social practice of the time. The educational substance of Confucius does not
strike a balance between teaching words and teaching people between social knowledge and
natural knowledge, reason, and practice.
3.1 Confucius’s Influence on Chinese Culture, Education, and Civilization.
Around 300 years after the death of Confucius, China was united under a strong and stable regime
known as the Han (206 B.C.—220 A.D.). The Han Dynasty was a time of relative peace and
Confucianism was considered a beneficial philosophy of governance. With this, the thought of
Confucius was resurrected and installed as the state philosophy. The reverence of Confucius
required this is how the seed of Confucianism as a powerful force was planted. Hereafter, no matter
how many regimes changes China underwent, Confucianism could not be shaken from its prime
position of authority. The influence Confucius had on education and the clarification of ancient
texts was great and Confucius is heralded as China’s greatest educator, known by the respectful
title of an exemplary leader.
Confucius is one of the most famous and influential philosophers and teachers in ancient China;
His teachings have greatly shaped China’s educational system and the political, social, and cultural
development of China (Bahtilla & Xu, 2021). During the Han Dynasty, Confucius' teachings were
adopted as the country's official philosophy. The exams for the government's civil service were
based on his teachings. Confucianism was liked by the government because it taught respect for
authority and the significance of a strong central government. Up until the 20th century, the ideas
of Confucius remained an important part of Chinese culture and government.
Contemporary educational reform contains significant initiatives from Confucius’s educational
thought, some of which are “thoughts of quality education, lifelong education, harmonious
education, and innovative education”, not to mention but a few (Enyiazu & Nwigwe, 2021).
According to Confucius' teaching, the study of education thought is crucial to China's
reconstruction of a unified cultural spirit, to the world's recognition of Chinese historical education
culture, and the reform and development of education in contemporary China. Confucius was the
first great educational theorist and practitioner in China's history. Numerous domestic and
international scholars have examined his philosophies.
During the Han Dynasty, Confucius' teachings were adopted as the country's official philosophy.
The exams for the government's civil service were based on his teachings. Confucianism was liked
by the government because it taught respect for authority and the significance of a strong central
government. Up until the 20th century, Confucius' teachings remained an important part of Chinese
culture and government.
The specific c features of Confucian Heritage Cultures in education are a process of learning by
induction, the generation of concepts, and the inference of high-level principles through repeated
observation, practicing and memorization of empirical examples. Learners make meaning by
generalizing concepts from and about what they already know, or what they have observed
(Juszczyk & Kim, 2017). Exams are the primary focus of Confucian values and norms. The majority
of Asian students are required to memorize their lessons, particularly definitions, rules, procedures,
facts, concepts, and short readings like poems and very short passages. Students who fail to
memorize their notes are forced to stand in class in some schools until they can recite the material.
Fill-in-the-blank questions, definitions of terms, and a list are all part of the exam. These test items
are simple for teachers to prepare and check. If they ask multiple-choice questions on test items,
the choices aren't chosen well, so the answers are either too obvious or too confusing.
For instance, in early times, Confucian ethics were the main guiding principle in Taiwanese
education. This theory arguably also provided a strong and culturally resonant context for
stimulating thought about the nuances of moral issues (Chen et al., 2016). Cultural and historical
perspectives are crucial for understanding how academic accomplishment in East Asian nations
may be facilitated and improved upon. Confucianism-based cultural traits, which emphasize peace
and require members of a community to adhere to certain rules, are present in China, South Korea,
Japan, and Singapore, among other nations.
Many of the fundamental educational principles that had a significant impact on following
generations, when one considers how ancient Chinese education evolved, may be attributed to
Confucius. The six classics Confucius introduced had a significant impact on contemporary
Chinese education, culture, and sociopolitical climate. He created a private educational institution,
which helped broaden the audience for education and spread culture downward, among other
notable educational actions, thoughts, experiences, and contributions to the development of ancient
Chinese education.
Indeed, the influence on culture and education in China by Confucianism is very obvious. Many
of the good lifestyles and humble natures of Chinese people can be traced to the principles and
deep-thinking style of Confucius which was thought since ancient days.
4.0 Confucianism in Ghana.
The major goal of the Confucius Institute, which has branches in many nations today, is to impart
the Chinese language and culture. This demonstrates Confucius's capacity for influence. Ghana
has so far two Confucius Institutes running full programs with competent academics ready to give
the necessary teaching.
The Confucius Institute at the University of Ghana was founded in 2013 to advance Chinese
language and culture education in Ghana in partnership with the Zhejiang University of
Technology and the Confucius Institute Headquarters in China. It has relentlessly worked over its
seven years of existence, seconding a big number of academics, instructors, and volunteer teachers
from various universities in China to Ghana for educational cooperation with several educational
institutions. As a result of the two countries working together, hundreds of Ghanaians from various
industries and educational levels (including businesses, government agencies, universities, junior
highs, and primary schools) have traveled to China to learn Mandarin or simply to immerse
themselves in Chinese culture. After educating hundreds of Ghanaian students, the Confucius
Institute at Legon was recognized as a worldwide exemplar of the Confucius Institute system. In
collaboration with other institutions of higher education, secondary schools, primary schools,
businesses, and community organizations, the Confucius Institute at the University of Ghana has
established eight teaching sites and four specialized Chinese language programs. From the nation's
capital of Accra, the Institute's services have spread out to the surrounding region.
The second Confucius Institute in Ghana making a change in the education system is Hanban's
(Confucius Institute Headquarters) second Confucius Institute in Ghana. The Chinese institution
of higher learning is Hunan City University. The good leadership and strong backing of Hanban,
the University of Cape Coast, and Hunan City University, as well as the effort of the entire staff,
have allowed CIUCC to achieve extraordinary successes in just two years since its founding. There
are currently 38 Ghanaian and Chinese faculty and administration members working full-time at
CIUCC. It has established 13 off-campus Chinese training locations, two of which are part of a
joint training initiative with Chinese businesses in Ghana. There are already 8,000 enrolled
students and 16 Chinese language and culture courses available. More than 40 large-scale cultural
promotion activities have been carried out by CIUCC. University Practice Senior High School,
University Primary School, Basic School Annex, Mfantispim Senior High School, Cape Coast
Technical University, Central Minister Police, Central Minister Immigration, Winneba Perez
University College, Penul International School, West End International School, Western Region
Shama Senior High School, Koda (GH) Ceramic LTD., QingJian Intl. Development Co., LTD. are
just a few of the 13 teaching sites that CIUCC has already had. University Primary School, Basic
School Annex, Penul International School, West End International School, and Cape Coast
Technical University are the five educational institutions that provide Chinese language classes.
The Confucius Institute is committed to the development of educational and cultural activities, to
further strengthen the cooperation and cultural exchanges between China and Ghana to enhance
the understanding of Ghanaian people about China and to deepen the friendship between Chinese
and Ghanaians. The desire to build upon these two institutes and grow more youthful exceptional
leaders has been one of the key impacts of the Confucius institute. The cross-cultural exchange
and the dynamic understanding being built among students cannot be discounted.
In Ghana, the study of his educational philosophy is done now not just because of the historical
significance of his ideas but also because of the practical worth of what he had to offer. When
compared to the educational practice that is currently being used in Ghana, many aspects of
Confucius' educational theory are still valuable to inherit and apply. To develop a learning society
and provide the conditions for all people to have the opportunity to study and study for life, we
can inherit Confucius's policy of extending education and popularizing education from him. People
get the ability to self-regulate and self-improve through education, which enables them to construct
a society that is both ritualized and by established protocols. It is now more important than ever to
educate students in Ghana in subjects such as knowledge, moral values, personality development,
and ethics. We must continue the process of reforming the core of education on human ethics and
some moral qualities found in Confucius' educational views that teach new human ethics in our
society.
5. Conclusion
The relevance of teaching morality in a classroom setting has been emphasized in recent years due
to the speed at which science and technology are developing. Ethical behavior is measured by how
well it conforms to standards of right and wrong, and ethics education is the process through which
these standards are passed on to future generations.
The educational philosophy of Confucius was based on China's socioeconomic conditions during
the Spring and Autumn period, which was a time of great upheaval in many aspects of social life,
particularly the fluctuations and reversals of morals, morality, and social order discipline.
Confucius quickly became aware of the significance of education as a result of his upbringing in
such an environment, as well as his intelligence, prodigious capacity for learning, and vast scope
of comprehension. His educational theory isn't fully formed, but the pieces can be pieced together
into a coherent whole, including everything from goals and objectives to curriculum and
instruction strategies. He was the first person to teach at a private school, which helped to make
education accessible to people from all walks of life. Through his program of full Christianity,
Confucius had the goal of educating all persons of a religious persuasion to establish a religious
society. In particular, he concentrated on education as a means of preparing a group of
exceptionally brilliant military personnel to take on the burden of a social renaissance to contribute
to the construction of a society that is peaceful and prosperous.
This has seen much influence on Chinese culture and educational foundations till today. A cultural
revolution can be said to have been started around the world as a result of the teachings of
Confucius, and several different cultures adopted his ideology. Millions of people were exposed
to a fresh way of thinking as a result of his approach to life, which was uncomplicated yet
exemplified virtue. His humanist views influenced the lives of a great number of individuals and
crossed traditional cultural borders.
On Education, Confucius was both a student and a teacher throughout his life. Not only did he
contribute to China's educational system through the principles and ethics he espoused, but he also
worked to expand access to education for China's less fortunate citizens. This even transcended
Ghana where his ideals are shaping the educational system for the better. Under the Zhou dynasty,
education was provided by government officials and public administrators; nevertheless, this was
only available to aristocrats; the common people had no access to education at all at this time. A
traditional education consisted of training in the following six arts: chariot driving, mathematics,
music, archery, calligraphy, and rituals. This type of education was only available to people who
belonged to the aristocratic class. Confucius established private educational institutions to educate
students from all different types of social backgrounds to undermine feudalism and the aristocratic
monopoly on education at the time. He explained, "My instruction is open to anybody, without
making any distinctions." He took on many students and instructed them in the six disciplines of
martial arts. Confucius was a lifelong student who never stopped enhancing his knowledge and
abilities to become a more effective teacher.
Finally, the concept of meritocracy was one of the most significant changes that Confucius brought
into the world. The concept of a person's power being based on their ability rather than their noble
birth is known as meritocracy. In ancient times, governmental roles were filled by the heirs of the
previous postholders, and the sole reason they were trusted with this authority was because of the
status of their family. This practice could be observed in practically every significant government
institution throughout those times. To combat the feudal system that existed in China at the time,
Confucius pioneered the concept of an examination structure for the imperial court. Due to the
nature of this arrangement, any individual who was successful in the examination was able to take
a post in the government. He was a firm believer that one should "aspire to the nobility of virtue
rather than the nobility of blood." During the Sui dynasty, a program was implemented that
provided persons from disadvantaged origins with the opportunity to demonstrate their aptitude
and provide honor and prosperity to their families. This policy was enacted during the period.
This is the legacy of Confucius, truly, a noble teacher who transformed the world.
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