| Description |
This dissertation argues that an element of classical Confucianism, the notion of ritual (li 禮), can make substantial contributions to contemporary work in moral education. Specifically, I argue that one of the most plausible contemporary theories of learning and development, that of Lev Vygotsky, is insufficient to provide an approach to moral education on its own. It is, however, a viable starting point for developing such an approach and also helpful for conceptualizing the role that ritual plays in the Confucianism. In turn, this understanding of ritual can supplement the basic Vygotskyan account and assist with design of moral education programs. |
