By Fu Ming

(Clearwisdom.net) What is the fundamental goal of education? Individuals from different nations and different social strata will have different understandings from their own perspectives and levels. The Three Character Classic, the classic introductory textbook passed down from the ancient Chinese, proposed that

"Men at their birth,
are naturally good.
Their natures are much the same;
their habits are widely different.

If, negligently, not taught,
their natures deteriorate.
Teach them the Tao;
it is precious for one to follow the Tao with absolute dedication."

It summarizes the substance and approach of education as conceptualized by the ancients; it is a manifestation of the educational philosophy found in traditional Chinese culture.

The ancient Chinese believed that "kindness" is an innate human characteristic. However, as one grows up, one's kind nature is interfered with, or even covered up, by various selfish thoughts acquired from his postnatal environment. As a result, his kind nature is not apparent. The true essence of education, therefore, is to guide the person to preserve and return to his original good nature. This approach educates a person to dedicate himself to nurturing and substantiating his moral character, so that in the face of the numerous dilemmas in his life, he will make the correct decision by following his kind nature. This ancient educational philosophy is at odds with what today's science-based society often advocates.

The origin of such a philosophy was their deep understanding of morality and the core of morality-- "kindness." The ancient Chinese believed that the distinction between humans and animals, and human nature versus beast nature, does not just lie in their difference in appearance. The fundamental difference lies in the fact that human beings have an understanding of the concepts of kindness and self-restraint based on moral values.

The Chinese word for "morality" is composed of two characters: "Tao" and "Virtue." In ancient people's minds, the Tao and virtue were not illusory theories; they were a concrete reality. "Tao" is the heavenly law and heavenly principle. It is a manifestation of the complicated and intricate, as well as objective, holistic laws for human beings, our planet earth, and the whole universe.

"Virtue" is a human being's understanding and concept of the movement of the universe, of nature, and of society in its entirety. At the same time, virtue is a manifestation of one's moral level. These two perspectives of "Virtue" go hand in hand. However much "Virtue" one has, that is the depth of the "Tao" one is able to understand.

Since the beginning of human civilization, people have come to understand all kinds of natural, as well as societal, rules, laws, and regulations. These all lie within "Tao" and "Virtue." "Tao and Virtue" has its own law of evolution. From the rise and fall of dynasties in history, to the prosperity and decline of a family or an enterprise, to the even smaller, namely, an individual's loss and gain, his troubles and worries--these changes are all related to the depth of one's morality.

Our ancestors understood the concrete existence of Tao and Virtue. They were wise enough to realize that science and technology, when not based on morality, make people selfish, foolish, greedy, and arrogant. With self-assurance they then abusively exploit the power of science to pursue material interests present right in front of their eyes. This way, they destroy the material environment and the gigantic and intricate laws of nature on which human beings depend to survive. Mankind will then face grave danger. Our ancestors thus valued virtue as fundamental and viewed technology as a side branch in their philosophy. Therefore, the purpose of education in ancient times was to educate a person to become a virtuous individual and to shape a youth to become a truly good person. Only such persons will be able to think and act profoundly and take responsibility for the nation and society. Only by doing so will education have a profound and far-reaching effect, enabling mankind to endure with high moral values.

The educational philosophy of ancient times did not emphasize acquiring large amounts of superficial knowledge of the material world. In today's educational approach, the knowledge of the material events and objects around us are predominant; this reduces human beings to carriers of knowledge who merely explore things within superficial manifestations and formats. The ancient educational approach, on the other hand, guided students to look inward and to look into deeper levels. As the student continuously elevated himself in his moral cultivation, he could explore and grasp the rules at a deeper level. This is because the complicated laws involving multiple factors at a deeper level cannot be learned by just anyone, like a technique is. It manifests itself only when people solidly follow the requirement of morality and improve their moral realms. Hence, the process of exploring the deeper and more microscopic science is a process of constantly improving one's morality. It is also the right path along which one's career should unfold.

That is why ancient people put so much emphasis on "merging knowledge and conduct," "reading thousands of scriptures is less useful than walking thousands of Li on the road," and "the true essence is outside the poem." The principles written in the books are not meant to be learned just for the sake of study. One has to experience and validate these principles. This educational philosophy itself is one of lifelong learning. As the saying goes, "There is a limit to one's knowledge, but there is no limit to what one can learn." Considering the vastness of the universe and the complexity of heaven and earth and of society, no matter how wise a scholar is, he merely knows that tiny bit that is within his realm. Therefore, ancient people had great respect for the mysterious universe and all the unknowns and various miraculous phenomena which were beyond people's understanding. "To know is to know; to not know is not to know." A mindset to follow the truth helped them to be firm in their fundamental faith.

When compared with ancient people's rational and deep understanding of morality and the relationship between morality and science, today's society has a shallow view of the fundamental substance and approach of education. Such shallowness comes from society's lack of a profound understanding of Tao and Virtue.

What should we teach our children? We have always wanted to leave the best things, the best of both the material and spiritual, for our children, for our future. However, what are these best things? How can we pass them down? How can we make sure our children truly become the owners of the great heritage they receive?

Actually, the answer is present in the above discussions. Educating the youth with virtue is the answer. A teacher is an instructor who not only teaches his students the knowledge he has accumulated in life, but also all that he has learned in the moral cultivation of his life. He shows them the path to explore the truth, and encourages them to face fame, material interests, competition, losses, and gains themselves once they have learned the basic moral values. That is a real manifestation of what Han Yu (Translator's note: Han Yu was a Chinese Confucian scholar known for his essay on the essence of teaching.) expounded: "A teacher is one who preaches the Tao, teaches techniques, and resolves misconceptions and confusions." The ancient people had a saying of respect for teachers: "If you are my teacher for one day, I will respect you as my father for my whole life." It is because, while parents give you your body and provide you with an environment to grow up in, a teacher helps you elevate your realm of mind and reach a certain moral level.

A teacher's moral realm determines his teaching philosophy and approach. More fundamentally, no matter how great or accomplished a teacher is, he can only guide and help his students; he cannot walk their path for them. A teacher should be tolerant and understanding towards his students; he gives them kind advice to correct aspects that negatively influence them in their lives and study, and gives them the freedom to walk on their respective paths. The students may fall or stumble on their path; that is inevitable. A teacher is happy when they get up from their falls and learn their lessons. True knowledge comes from tempering oneself in real life; techniques and skills are merely superficial manifestations of the profound content.

Only by tempering themselves amidst tribulations can the younger generation truly possess the essence of our cultural and moral heritage. Moral principles will no longer be empty talk, but provide concrete guidance in one's daily life. They will be able to integrate mathematics, physics, chemistry, biology, and geology, which are segregated and incoherent in today's science, and look at the universe with a holistic view and a fresh angle, from a perspective that is responsible for all of mankind and society.

Think about it. Won't students nurtured with virtue reach a high moral realm and be able to see through things at a deeper level? At the same time, they will be humble enough to know that they can only see a tiny bit of the universe. They will be earnest and responsible in their work without pursuing fame or self-interest. They will not make wild talk, nor will they blindly follow their superiors. They will understand that to maintain social order and the nation's welfare is not to maintain the interest of a ruling party, nor is it to resort to violence and dictatorship. To maintain the nation's welfare is to persevere in morality and persevere in truth. They will become the pillars of the nation with righteousness and unselfishness. The knowledge they acquire will truly be used to benefit society and will not be applied to do harm to mankind.

I have outlined my thoughts on education. They are only my understandings at my current level. Please point out anything lacking or inappropriate.

Posting date: 12/5/2006
Original article date: 12/5/2006
Category: Open Forum
Chinese version available at http://www.minghui.org/mh/articles/2006/11/15/142269.html

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