Хавроненко, В. Д.В. Д.Хавроненко2026-04-132026-04-132018Хавроненко, В. Д. (2018). Філософія конфуціанської освіти. Софія. Гуманітарно-релігієзнавчий вісник, 2(11), 80–83.2521-6570УДК 101/124.5:1(091)https://ir.library.knu.ua/handle/15071834/15885Вивчення специфіки і змісту конфуціанської освіти, її ролі і значення в історії китайської держави є важливою складовою формування виваженого наукового тлумачення філософської спадщини Китаю. Стаття присвячена історії становлення конфуціанської системи освіти та її філософському обґрунтуванню.The study of the specificity and content of the Confucian education, its role and significance in the history of the Chinese state is an important part of the formation of a well-considered scientific interpretation of the philosophical heritage of China. The article is dedicated to the history of the formation of the Confucian education system and its philosophical substantiation, and its purpose is to find out the main specific features of Confucian education. The methodology of this study is determined according to the specifics of its subject, which proves the expediency of observing the principles of historicism and polyhistoricism. An interdisciplinary approach has been implemented, involving information from research on the history and culture of Imperial China. Historical-cultural, genetic and hermeneutic methods are applied. Central in the Confucian education system is the idea of self-improvement (autodidactism and self-education). The universal sense position of human life in Chinese philosophy is the desire to live in maximum harmony with oneself and with the world. Therefore, art here is also a necessary means of constructing harmonious relations, both social and cosmic. Contrary to the legists, the Confucians introduced in China a true cult of education and made the status of the Confucian scholar incredibly respectable. Legists denied the need for system education, through the idea of natural crime of people who, in their opinion, only in a frightened and controlled state, were able to act kindly. Confucians believed that in public administration, the conscious fulfillment of their duties by people on the basis of the concept of humanity (ren) and also through the systematic observance of socially significant rituals, which envisaged the corresponding education and education, was decisive. Education in China, thanks to Confucianism, became an important matter of state policy, it had a clearly expressed humanitarian character. There were no natural science disciplines because nature was not the subject of research by traditional scholars. We can assume that it was the embodiment of the specifics of Chinese philosophical-religious culture, in which there was no creativistic concept of the origin of man and nature. Therefore, the latter was perceived as a model for imitation and copying, which promoted reproductive rather than creative thinking. The sacred status of the past, postulated by Confucius, determined the conservative-traditionalist nature of the education system, which had a powerful influence on the culture of China as a whole.ukконфуціанстволегізмцзюнь цзиженьвеньСтаття