International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2006, Vol. 2(1) 24-31

Inheritance and development of the tradition of Chinese piety education

Xu Kunyuan & Zeng Rudi

pp. 24 - 31   |  Manu. Number: ijpe.2006.002

Published online: February 01, 2006  |   Number of Views: 144  |  Number of Download: 384


Abstract

It is a fine tradition of Chinese to instill children the concept of ‘filial piety’ in home education. In recent years, however, ‘piety education’ is getting weaker and even neglected, especially among the one-child family in Mainland China. The authors of this article argue that in order to continue and develop the fine Chinese tradition of filial piety education, we should strengthen the filial piety perspective in home education. This would improve and enhance the moral growth in young people’s mind, raise their noble emotion and establish society's harmonious need. Regarding the tradition of "filial piety education", one would need to have a critical mind and attitude to inherit. We would need to nourish the child’s linkage to parents in areas such as sympathy, sense of responsibility and a repayment heart, making these to become a form of habit of their behavior. Today, since students are overloaded with schoolwork, a lot of family duties that the children should be responsible for are done by parents instead. Thus piety education has lost the adequate time and space to practice.

Keywords: filial piety, tradition, home education


How to Cite this Article?

APA 6th edition
Kunyuan, X. & Rudi, Z. (2006). Inheritance and development of the tradition of Chinese piety education. International Journal of Progressive Education, 2(1), 24-31.

Harvard
Kunyuan, X. and Rudi, Z. (2006). Inheritance and development of the tradition of Chinese piety education. International Journal of Progressive Education, 2(1), pp. 24-31.

Chicago 16th edition
Kunyuan, Xu and Zeng Rudi (2006). "Inheritance and development of the tradition of Chinese piety education". International Journal of Progressive Education 2 (1):24-31.