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The Four Cardinal Principles and Eight Virtues are a set of Legalist (and later Confucian) foundational principles of morality.The Four Cardinal Principles are propriety (禮), righteousness (義), integrity (廉), and shame (恥).
Confucius believed that li should be practiced by all members of the society. Li also involves the superior treating the inferior with propriety and respect. As Confucius said, "a prince should employ his minister according to the rules of propriety ( li ); ministers should serve their prince with loyalty" (Analects, 3:19).
“Li” literally means "rites" but it can also be used to refer to "ceremonial" or "rules of conduct.” The term has come to generally be associated with "good form,” "decorum" or "politeness.” Confucius felt that “li” should emphasize the spirit of piety and respect for others through rules of conduct and ceremonies.
The rituals, rules, and institutions of the Zhou dynasty were derived from the Xia and Shang dynasties, and were the ideal system in the minds of Confucians. Poetry, calligraphy, rituals and music were central to the education of the royal officials of the Zhou dynasty, and were also known as the four teachings of the ancient times.
The Three Obediences and Four Virtues (Chinese: 三 從 四 德; pinyin: Sāncóng Sìdé; Vietnamese: Tam tòng, tứ đức) is a set of moral principles and social code of behavior for maiden and married women in East Asian Confucianism, especially in ancient and imperial China.
Loyalty (忠; zhōng) is particularly relevant for the social class to which most of Confucius's students belonged, because the most important way for an ambitious young scholar to become a prominent official was to enter a ruler's civil service.
A historical record of the State of Lu, Confucius's native state, 722–481 BC attributed to Confucius. The Classic of Music is sometimes considered the sixth classic but was lost. Up to the Western Han, authors would typically list the Classics in the order Poems-Documents-Rituals-Changes-Spring and Autumn.
Throughout the Analects, Confucius's students frequently request that Confucius define ren and give examples of people who embody it, but Confucius generally responds indirectly to his students' questions, instead offering illustrations and examples of behaviours that are associated with ren and explaining how a person could achieve it.