Two models of character education in East Asia

Reflection vs. indoctrination

Bibliographic Data

ID21485136
AuthorsKim (0000-0003-2291-5896, City University of Hong Kong, corresponding author), Ahyoung Lee (0000-0002-5838-206X, City University of Hong Kong)
Year2025
Volume45
Issue5
Pages1453-1469
Publication date2025-10-20
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueAsia Pacific Journal of Education (JOURNAL)
Journal identifiersISSN: 0218-8791 • E-ISSN: 1742-6855
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/02188791.2025.2504500
OpenAlexW4410449424
LanguageEN
Citations received2
References cited26

This paper argues that the conventional association between Confucian character education and conformism and indoctrination results from the failure to distinguish between the Confucian reflection model and the Legalist indoctrination model. Though both models of Chinese character education aim to build and maintain a well-ordered society, there are significant differences between the two in terms of nature, method, and purpose of character-building. While the indoctrination model is primarily concerned with the development of dispositions and (passive) virtues that incline individuals to uncritically conform to the rules and regulations promulgated by the state, the reflection model underscores critical engagement in learning, which aims to produce reflexive moral agents who contribute to an active yet critical citizenship, thus rendering the process of social harmonization interactive, dynamic, and transformative. This paper concludes by drawing attention to the underappreciated connection between the political system and character education

Archaeology · China · East Asia · Geography · Ideology · Indoctrination · Political science · Sociology · Computer Science · Education and Character Development · Religious Education and Schools · Values and Moral Education

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