Confucian Ritual and Moral Education

Reviews / Votes

This very well-researched and written book by Lewis, based on his PhD dissertation, has two main goals. The first is to show that Soviet psychologist Lev Vygotsky's concepts of moral education and Confucian ritual practice can and do complement each other. The second is to address how the ancient ritual and the modern educational model can be co-constructed, employed, and practiced. As Lewis argues, ritual education in the Confucian tradition can be explained and applied in terms of current moral development theory, and can be a resource for modern moral education within a contemporary and diverse world. The book is designed to make the case for these perspectives and ideas, bolstered by extensive end-of-chapter notes sections, which readers are encouraged to spend time reading as they help explain and clarify the author's ideas and reasonings. The volume is a unique addition to the literature on contemporary moral education and the issues and practices associated with it, especially from a philosophical point of view. It would be of interest to higher education faculty and higher-level graduate students in philosophy, educational philosophy, and educational psychology. The bibliography is excellent. Highly recommended. * Choice Reviews * Confucian Ritual and Moral Education explores ways in which Confucian ritual can augment and enhance contemporary moral education. Drawing upon modern developmental theory and theory of education, it provides an original and revealing account of how Confucian ritual achieves its aim to reshape character. Through a sympathetic, creative, and careful application of Confucian ritual to the challenges of moral improvement, it shows how ritual theory and practice constitute valuable resources for the modern world. The author demonstrates a masterful command of a wide range of disciplines and approaches and has produced a book that will be of interest to anyone concerned with the practical challenges of moral education. -- Philip J. Ivanhoe, Georgetown University