The Corporeality of Learning: Confucian Education in Early Modern Japan
Journal
Educational Philosophy and Theory
Journal Volume
48
Journal Issue
1
Pages
64-74
Date Issued
2016
Author(s)
Tsujimoto, M.
Abstract
The intellectual foundation of early modern Japan was provided by Confucianism—a system of knowledge set forth in Chinese classical writings. In order to gain access to this knowledge, the Japanese applied reading markers to modify the original Chinese to fit the peculiarities of Japanese grammar and pronunciation. Confucian education started by having the children memorize these Japanese readings (kundoku) of the Chinese classics by endless recitation (sodoku). This article will examine the significance of this study method in order to demonstrate the following: 1. The recitation of the Chinese classics led to these texts being ‘incorporated’ into the body, where they become the ‘intellectual language’ of thought and speech. 2. This quality of ‘incorporation’ was appreciated because it fostered the unity of thought and behavior, leading to the formation of a strong-willed subject. 3. This idea of ‘incorporation’ stands in stark contrast to the modern conception of knowledge that stresses objectivity and transparency, and ignores the pedagogical significance of the body.
SDGs
Type
journal article