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Living in an era when numerous schools of philosophy compete for wider popularity, Xunzi understood the views of the numerous schools and developed his own thoughts. These thoughts covered various fields and still exhibit profound influences today. Confucianists before Xunzi promoted cultivation of virtues from the inside, whereas Xunzi held a unique perspective and observed the possibility of human nature in tending toward the evil. Thus, he proposed that through guidance of external education combined with etiquette and righteousness as the moral standards, human nature can be directed from the evil to the virtuous.
After Confucius’ passing, Mencius and Xunzi sought different philosophical pathways to understand and develop Confucian philosophies and formed the two branches of Meng- and Xun-teachings. Under the prevalent idea of honoring Mengzi, Confucian scholars believed Mencius grasped the core and pure virtue of ren (仁), whereas Xunzi knew only formal and objective etiquettes. However, besides Confucian Meng-teaching, Confucian Xun-teaching should be studied. The present study connected Xunzi and Confucius’ philosophies and used “Xunzi” and “The Analects” as the main targets of research to explore the concrete content regarding Confucian philosophies inherited and converted in Xunzi’s educational philosophies. This study first discussed the formation of Xunzi’s philosophies and his philosophical context. Then, focal points and practices in his educational philosophy were explored in association with Confucian educational philosophies to identify Confucius’ influence on Xunzi, thereby gaining insight into Xunzi’s inheritance and conversion of Confucianism.
This study identified that the difference in Confucius and Xunzi’s educational philosophies and practical methods resulted from their different focal points of education. The ultimate education goal of Confucianism is to develop individuals’ wholesome characters and bring harmony, morality, and love to society. As an educator, the author of this study looks forward to developing suitable pedagogical methods from the research results and improve personal teaching abilities.
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