In ancient China, rites (Li), music (Yue), archery (She), driving and riding (Yu), literature (Shu) and arithmetic (Shu), also known as the “six arts (Liuyi)”, were Confucian educational subjects and made up a curriculum aimed at cultivating the character and capability of a person. With the change of times, scholars have suggested plenty of interpretations of the significance of the “six arts” in order to reformulate the Confucian educational vision and apply the arts in educational practices. In modern times, the “six arts” are also regarded by some educational studies scholars as the Chinese version of liberal education. In this article, the author begins his discussion with an overview of the origin, development and the content of the “six arts” in the Confucian tradition. He then moves to certain understandings and interpretations of the “six arts” offered by contemporary Confucian scholars. Based on the foregoing reviews already conducted in this article, the author considers the possibility of translating the “six arts” into competences for envisioning humanity in contemporary educational theory and practice.
|Title of host publication||Nature, Art, and Education in East Asia|
|Subtitle of host publication||Philosophical Connections|
|Publisher||Taylor and Francis|
|Number of pages||15|
|State||Published - 1 Jan 2022|