When Confucius Greets Socrates:Teaching American Law in an Asian University

Abstract

The teachings of Confucius substantially formed the Eastern tradition of learning. The Greek philosopher Socrates stands in a similar position of influence in the formation of the Western tradition of education, especially legal education. When Western law, particularly American Law, is taught within the context of an Asian university by a professor from the Western tradition there is significant potential for conflict between the two traditions of teaching and learning. Instead of conflict, however, this paper argues from both principle and practice that there is an even greater potential for cooperative integration and mutual benefit as professors and students from both cultural traditions listen to and learn from one another. The Confucian and Socratesian traditions may benefit from one another in at least three important dimensions of the learning experience. First, an integration of the two may provide a foundation for enriching deeper and more respectful professor-student relationships. Second, drawing upon the best practices of each, professors may engage their students through more active pedagogy, and finally, a balance between the value of intellectual achievement and internal character formation may produce enhanced holistic learning outcomes. The integration of the Confucian and Socratesian approaches thus has the potential to foster a thriving formative experience within the legal teaching and learning environment.