Confucius as a Critical Educator: Towards Educational Thoughts of Confucius

Answering Confucius: The Reason Why We Complicate

Learning is a level-progressing process. In any field of study, one must master basic concepts to understand more complex ones. Thus, it is important that during the learning process, that learners are presented and challenged with knowledge which they are able to comprehend (not a level below, not a level too high). In this work we focus on language learners. By gradually improving (complicati...

The bioethical principles and Confucius' moral philosophy.

This paper examines whether the modern bioethical principles of respect for autonomy, beneficence, non-maleficence, and justice proposed by Beauchamp and Childress are existent in, compatible with, or acceptable to the leading Chinese moral philosophy-the ethics of Confucius. The author concludes that the moral values which the four prima facie principles uphold are expressly identifiable in Co...

Confucius and Its Intelligent Disciples: Integrating Social with Search

Q&A sites continue to flourish as a large number of users rely on them as useful substitutes for incomplete or missing search results. In this paper, we present our experience with developing Confucius, a Google Q&A service launched in 21 countries and four languages by the end of 2009. Confucius employs six data mining subroutines to harness synergy between web search and social networks. We p...

Confucius School of Medicine: the way to great learning.

20. Aesthetics and Morality in Kant and Confucius: A Second Step

In the framework of his transcendental philosophy Kant strictly separates morality from aesthetics. The pleasure in the good and the pleasure in the beautiful are two different kinds of pleasure (zwei Arten des Wohlgefallens). As a consequence, a moral act as such cannot be beautiful. Only in a second step does Kant indicate possible connections between morality and aesthetics in his comments o...