Xiong Jinxiu, Xiong Lijuan

Sichuan University of Science & Engineering

Abstract：

Against the backdrop of globalization and multiculturalism, the dialogue between traditional Chinese educational philosophy and modern Western theories of childhood education holds significant importance. This study employs textual analysis and comparative research methods to systematically examine the educational views on “Xiao Xue” held by Zhu Xi of the Southern Song Dynasty and the philosophy of childhood proposed by the American thinker Matthews. It analyzes the similarities and differences between the two regarding their understanding of the nature of children, educational goals, and methods. While conflicts exist between the two in dimensions such as children’s autonomy versus adult guidance and social values versus individual development, both pay relatively little attention to children’s authentic state and developmental patterns, which offers potential for theoretical reconciliation. Based on this, this paper suggests that, while respecting cultural differences, normative instruction should be integrated with philosophical inquiry, and social orientation with individual development, with the aim of establishing a framework for children’s education that is both rooted in tradition and oriented toward modernity. It further advocates exploring potential paths of coordination amidst these differences and seeking possibilities for reconciliation within their conflicts, thereby offering insights for the modern transformation of traditional Chinese educational philosophy.

Key Words：

Zhu Xi; Matthews; philosophy of childhood