01601nas a2200253   4500000000100000000000100001000000100002008004100003653003000044653002700074653004400101653004800145653002000193653003100213653002700244100001500271700001300286245012300299856009100422300001200513490000700525520080100532022001401333       2022                            d10aThe Analects of Confucius10aAnalectos de Confúcio10aEnlightenment to contemporary education10aIluminismo para a educação contemporânea10aLearning theory10aLearning-oriented teaching10aTeoria da aprendizagem1 aZhaoli Shi1 aTao Kang00aThe educational philosophy of “Learning-Oriented Teaching” in the analects and its insights for contemporary times  uhttp://www.scielo.br/scielo.php?script=sci_arttext&pid=S0101-31732022000600157&lang=es  a157-1680 v453 aIn the study of ancient Chinese educational philosophy, some scholars believe that the main reason why traditional Chinese educational philosophy attaches importance to teaching rather than learning lies in Confucianism. This statement is unacceptable. If we take a careful and further study of the educational philosophy and practices of Confucianism, especially Confucius, the master of Confucianism, we will come to an opposite conclusion that Confucius attaches great importance to learning. It can be said that the characteristic of Confucius’s educational philosophy theory is “learning-oriented teaching”. This paper explores the manifestation of Confucius’s philosophy of both learning and teaching in the Analects, the reasons for its formation and its contemporary significance.  a0101-3173