The purpose of this study was to explore the conceptual strength and consistency of the term 'relational learning' in describing the principles, practices and purposes of the Classical Confucian learning paradigm as put forth by Confucius in the Analects (Lunyu). With a critical synthesis of Classical Chinese, Mandarin Chinese, as well as numerous English language translations of the Analects and related scholarly discourse, several insights about learning in the Analects are put forward. First of all, Confucius' language concerning Heaven (Tian) and filial piety ( xiao) root Confucian learning in a sincere yet unavoidably hierarchical relational dynamic that molds and influences the learning process. Second, the daily practice of ritualization (li) situates the learner as a constant observer, actor and performer of propriety as a coping strategy in situ, with further learning and cultivation being contingent on the successful recognition and integration of concepts embedded within relational settings. Third, and finally, Confucius suggests that the ultimate outcomes of learning rely upon the relational capacity of the mind/heart nurtured within a given learning relationship or community. This means higher learning is a synergistic experience involving two or more entities and contingent on the emergence of 'dual-minded' respect (ren) toward the inevitable differences and misunderstandings that arise. In this light, we move beyond the term 'self cultivation' and obtain a more nuanced view of Confucius as a teacher and a learner; ready to point out major areas of concern as well as potential coping strategies, but without turning into a path of learning managed or oriented solely by the self or the other.
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