CONFUCIUS, SHOTOKU, AND THE GOLDEN RULE
Introduction
Confucian thought, Prince Shotoku’s Constitution, and the Golden Rule provide an opportunity for teachers and students to develop a shared vision for learning and classroom relationships. By looking at the ancient sayings, modern-day students can formulate their own rules of conduct.
Grade Level
This lesson was created for a 3rd grade classroom; it can be adapted for grades 4-6. Objectives
∙Students learn about the influence of Confucian thought and will compare and contrast the ideas of Confucius and Prince Shotoku.
∙Students will develop a t of classroom rules.
Concepts
∙Confucius (BCE 551-479): a philosopher, political thinker, and teacher who ideas greatly influenced not only the Chine but also the ideas of the whole
world.
∙Confucianism: the central idea is that there is a basic order in the univer and this order should be reflected in all human relationships. The family is en as the
model for society and relationships within the family are bad on each person
having a clearly defined role in relation to the other family members.
∙Filial piety: devotion and caring for one's parents and family members is a basic concept of Chine life and thought.
∙Buddhism: a religion bad on ideas and teachings of an Indian prince named Siddhartha Gautama, who lived about the same time as Confucius and who
became known as the Buddha or Enlightened One; Buddhism eks to free the
individual from the suffering of life.
∙Prince Shotoku (574-622 CE), regent for the Japane empress; responsible for Buddhism becoming an established religion in Japan
∙Seventeen Article Constitution (Kenpo Jushichijo) of Prince Shotoku: the earliest writing on the philosophic and religious principles that formed the basis for the
Japane government; combining ideas from Confucianism and Buddhism, it
outlined the acceptable behavior of people.贵客
∙The Golden Rule: "Do to others as you would want done to you."
Key Ideas
∙Confucius believed that there was a fundamental order in the univer and that man, nature, and the cosmos (heaven) were liked by a natural harmony. This
natural order and harmony should also be the basis for all human relationships.
∙Confucius believed that that all people were basically the same; each person was capable of becoming a "superior person" by developing the virtues of kindness,
goodness, wisdom, trustworthiness, and proper behavior and that when the were achieved there would be harmonious relationships between individuals on all
levels of society.
ng什么意思
∙Confucianism is bad on ideas about moral behavior and human relationships that Confucius believed existed during the golden age of the Zhou dynasty (1050-226 BCE), which he believed was the perfect era and government in China.
∙Buddhism originated in India and was brought to Japan by way of China and Korea in the 6th century by wandering monks. In 592, Prince Shotoku made
Buddhism the state religion, creating a strong relationship between the religion
and the emperor, the nobility, and the clergy; Buddhism became an important
unifying force in Japane society.
∙Moral virtues, as laid out by Confucius and Prince Shotoku, are deeply important to the Chine and Japane people; they are guiding principles that give structure and focus to the Chine and Japane n of what it means to be a successful
human being.
Materials
Mirror with Confucian Maxim, 15th century, CMA 1995.395
Shotoku Taishi as a Child, early 14th century, CMA 1989.76
www.wsu.edu:8080/~dee/ANCJAPAN/SHOTOKU.HTM
www.wsu.edu:8080/~dee/ANCJAPAN/CONST.HTM
gc2000.rutgers.edu/GC2000/MODULES/RELIGION/Confucian_Sayings.htm Freedman, Rusll. Confucius: the Golden Rule. New York: Arthur A. Levine Books, 2002.
Handout (Confucian Sayings)
Handout (17 Article Constitution)
Chart paper or posters
Procedure
1.Have students describe their experiences with fortune cookies, which have inside
them Confucian-like sayings.
2.Ask them if they know what a maxim is. (Tell them it is a kind of shorthand –a
general truth stated in a commonplace way; for example: "a stitch in time…saves nine"—if you make a small repair, you won't have to make a big one.)
3.Display Mirror with Confucian Maxim. Discuss inscription: "Joy in performing
good deeds!” Ask what it means. Why it might be an important message to keep in mind for daily living--and in the classroom?
4.Introduce Confucius: The Golden Rule. Read aloud to provide biographical and
contextual background.
5.Focus on sayings such as “Don’t worry when people fail to recognize your merits,
worry when you fail to recognize theirs.” “An exemplary person should be slow
to speak yet quick to act.” “To study quietly, to remain always hungry for
knowledge, to teach others without growing weary.” “Above all, be loyal to
others and trustworthy in what you say. Befriend only tho who are kindred
spirits. And when you are wrong, don’t be afraid to change.” Discuss why the sayings or qualities are worthy and why they would be valued in the classroom.
6.Display image of Shotoku Taishi as a Child. Ask students to describe the figure.
How old do you think the figure is? What is the figure doing? What do you think this figure is like?
7.Provide background on Prince Shotoku and his Constitution for Japan (e
puppy loveWashington State University web sites cited above). Focus on principles such as:
(1.) “Harmony is to be value…”
(6.) "Chasti that which is evil and encourage that which is good….”
(7.) “In this world, few are born with knowledge: wisdom is the product of
earnest meditation.”
(10.) “…refrain from angry looks…all men have hearts…”
(11.) "Give clear appreciation to merit ”
(17.) “Decisions on important matters should not be made by one person
8.Compare and contrast Confucius (e #11 on Handout), Shotoku, and the Golden
Rule. Explore how the principles would apply in the classroom.
9.Brainstorm a class constitution. Record on chart paper or poster.
10.Display constitution as a t of classroom rules.
Evaluation
A.Student respons during discussions and read-aloud.
B.Student input toward class constitution.
Enrichment
A.Students could rearch and write a short report on the U.S. constitution as
angelicacompare to Confucian sayings and Shotoku’s Constitution.
State of Ohio Standards
Language Arts
1.Compare and contrast information between texts and across subject areas.
2.Identify stated and implied themes.
Social Studies
1.Demonstrate effective citizenship traits including: a. Civility; b. Respect for the
rights and dignity of each person; c. Volunteerism; d. Compromi; e.
Compassion; f. Persistence in achieving goals; g. Civic-mindedness.
2.Compare the cultural practices and products of the local community with tho of斯巴达300勇士前传
other communities in Ohio, the United States and countries of the world.
Art
1.Identify and compare similar themes, subject matter and images in artworks from
historical and contemporary eras.
2.Connect various art forms and artistic styles to their cultural traditions.
3.U details to describe the characteristics of subject matter in artworks (e.g.,
subtle facial expressions, distinctive clothing or stormy weather).
4.Discuss different respons to, and interpretations of, the same artwork.
This lesson plan was developed by Jim Sweeney, 3rd grade teacher, Shaker Heights City Schools, Shaker Heights, Ohio.
CONFUCIAN SAYINGS
1. To govern is to correct. If you t an example by being correct, who would dare to remain incorrect?
2. Encourage the people to work hard by tting an example yourlf. Do not allow your efforts to slacken.
3. Being good as a son and obedient as a young man is, perhaps, the root of a man's character.
4. Simply by being a good son and friendly to his brothers, a man can exert an influence upon government.西城男孩my love
5. Everyone speaks up for his own son whether he is talented or not.
6. In rving your father and mother you ought to dissuade them from doing wrong in the gentlest way. If
you e your advice being ignored, you should not become disobedient but remain reverent. You should not complain even if in so doing you wear yourlf out.
7. When your parents are alive, you should not go too far afield in your travels. If you do, your whereabouts
should always be known
stalker8. Make it your guiding principle to do your best for others and to be trustworthy in what you say. Do not
accept as friend anyone who is not as good as you. When you make a mistake do not be afraid of mending your ways.
9. Is it not a joy to have friends come from afar?
10.A gentleman makes friends through being cultivated, but looks to friends for support in benevolence
(goodwill).
11.What you do not wish done to yourlf, do not do to others.
12.I will not grieve that others do not know me. I will grieve that I do not know others.
13.Do not wish for quick results, not look for small advantages. If you ek quick results, you will not attain
the ultimate goal. If you are led astray by small advantages, you will never accomplish great things.
14.To go too far is as bad as to fall short.
15.Wealth and rank are what people desire, but unless they be obtained in the right way they may not be
possd.
16.Feel kindly toward everyone, but be intimate only with the virtuous.
17.Our greatest glory is not in never falling, but in rising every time we fall.
18.I hear and I forget. I e and I remember, I do and I understand.
la toya19.Only the wist and stupidest of men never change.
20.By three methods we may learn wisdom: First, by reflection which is the noblest; cond, by imitation
which is the easiest; and third, by experience which is the bitterest.
21.Hold faithfulness and sincerity as first principles.
22.When you have faults, do not fear to abandon them.
23.When we e men of worth, we should think of equaling them; when we e men of contrary character, we
should turn inwards and examine ourlves.
聚餐英文
24.A heart t on love will do nothing wrong.上门家教一小时多少钱
25.Gentlemen cherish worth; the vulgar cherish dirt. Gentlemen trust in justice; the vulgar trust in favor.
26.A gentleman considers what is right; the vulgar consider what will pay.
27.A father's and a mother's age must be borne in mind; with joy on the one hand, fear on the other.
28.Good is no hermit. It has ever neighbors.
gc2000.rutgers.edu/GC2000/MODULES/RELIGION/Confucian_Sayings.htm
