Ведран З. Голијанин, Универзитет у Источном Сарајеву, Православни богословски факултет, Фоча, Република Српска, Босна и Херцеговина, имејл: vedrangolijanin1@gmail.com
Иновације у настави, XXXVII, 2024/2, стр. 73–84

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DOI: 10.5937/inovacije2402073G

Резиме: Аутор описује појам образовања у класицима конфуцијанистичке књижевности (Изреке Конфуцијеве, Књига Менцијева, Велико учење и Доктрина о средини), обраћајући посебну пажњу на етичко учење ових списа, тј. на њихову аретологију, која се и данас налази у темељу кинеског и уопште далекоисточног светоназора. Такође, аутор износи преглед примене конфуцијанистичког образовног модела кроз историју, од династије Хан до маргинализације и ревитализације конфуцијанизма у НР Кини. Циљ овог резимеа историје кинеског образовања јесте испитивање вредности једног примарно моралног система учења у променљивим друштвеним и политичким околностима (од феудалне монархије до савремених политичких система), његове примењивости у модерном школству и његовог потенцијално глобалног значаја. Закључни део рада садржи анализу резултата ревитализације конфуцијанистичких вредности у далекоисточним земљама и импликације традиционалног моралног образовања у контексту модерног научног прагматизма.

Кључне речи: конфуцијанизам, Кина, морално образовање, традиција, учење

Summary:  The author describes and examines the concept of learning in the classical writings of the Confucian school of thought, primarily in the so-called “Four Books” canon: Analects of Confucius, Mencius, Great Learning, and the Doctrine of the Mean. These compilations of sayings and teachings of Confucius and his successors contain the descriptions of learning as the best way toward personal and societal harmony, given that the learning process is identical to ethical development. Therefore, the author first reviews the most significant educational principles of Confucian classics, emphasizing the achievement of virtues as its goal. Another important aspect of the early Confucian classics is the claim that education should be available to all members of society, which led to the establishment of the so-called imperial examination system in the Han Dynasty. The second part of the paper contains a review of this practice and its reforms, especially during the Song Dynasty. Due to Zhu Xi’s efforts, Confucian learning became the process of self-cultivation, the entirety of education in China was based on the Four Books, and Confucian academies became the centers of the higher humanistic learning, emphasizing the development of critical mind. However, Confucianism and its system of education were harshly criticized and oppressed during most of the 20th century, which is the main topic of the third part of the paper. The author then examines the reasons for the Confucian revival in China, which was primarily influenced by the economic development of the countries such as Singapore, Japan, and South Korea – all of which kept the Confucian values and moral education. The implications of the Confucian revival and subsequent economic success of China have potential global significance, even in the Western societies, and the author points to the possibility of a similar combination of traditional moral learning and modern education in the Serbian context as a good way for overcoming what both Confucian and some Christian thinkers termed “the decadence” of materialism.

Keywords: Confucianism, China, moral education, tradition, learning

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