Socrates and Confucius: Similar Philosophies, Different Worlds

Socrates and Confucius are considered the founders of Western Philosophy and Eastern Philosophy respectively, and their teachings bare many similarities.

Even though Socrates and Confucius lived eighty years and 4,300 miles apart, their philosophies have much in common, eliminating preconceived East-West differences and cultural boundaries. Both men were such striking personalities that they acquired the title of “sage” even during their own lifetimes.

Socrates was born to a middle class Athenian family in 470 BC. His ideas, later presented through the writings of his student Plato, had him dubbed the founder of Western Philosophy.

Likewise, Confucius was born to a well-off family in the state of Lu in 551 BC. The family was neither rich nor poor, but when his father died, Confucius was forced to work.  However, like Socrates, his teachings and philosophy remain influential throughout China and East Asia to this day.

Both men lived in times of political and social upheaval during which traditional values and practices were being challenged. Living through the Peloponnesian War (431–404 BC), Socrates sought to empower the Greeks to think for themselves. Because of this, he was sentenced to death on charges of impiety and corruption of youth.

Likewise, Confucius lived during the turbulent last days of the Zhou dynasty and tried, unsuccessfully, to persuade the warring feudal lords to embrace his teachings.

Both thinkers received an education, and they were very familiar with the literature and music of their respective cultures. Little is known of their early life, but by middle age, both had groups of students who admired their wisdom and followed their teachings.

What is certain about both men is that somewhere during their middle years, there was a key event that determined their purpose in life. The oracle at Delphi told Socrates’ friend Chaerephon that “no one is wiser than Socrates.” Nevertheless, the great Greek philosopher once claimed, “All I know is that I know nothing.”

For Confucius, it was rather different, but he had a similarly significant experience at the age of fifty, when he proclaimed he knew the will of Heaven. In both cases, it was a sense of mission and their divine-appointed destiny.

Importance of Virtue for Socrates and Confucius

For Confucius and Socrates, learning and wisdom were what integrated the other virtues and areas of study into a coherent whole. Wisdom was gained through learning and investigation or recognized intuitively.

Confucius considered a good heart to be an innate quality of every individual. However, it was rarely realized in its full potential. Goodness, he thought, is the correct loving relationship between people, and the source of virtues and all values.

Socrates believed that living a virtuous life was essential to achieving happiness and fulfillment. He also believed that love is the energy which moves us toward the good which is the divine reality and center of the spiritual world. The proper human relationship is friendship, and the good is the source of the ideals and that which should be the guiding force in the actions of people.

Both men lived and taught their students in a spirit of friendliness, consistently focusing their energies on the positive of each situation. They first worked on improving themselves and then also made it their goal to assist others in achieving a better life, too.

Confucius and Socrates stressed the importance of education, the main purpose of which should be virtue and self-improvement. There is remarkable similarity in the teachings of the two philosophers on the issue.

Socrates, like Confucius, believed that the human tendency was to love beauty more than virtue. Yet, they taught their students that by becoming more virtuous, their lives could improve. Hence, their education was a means to a better life.

It was said that the key virtue which could be developed through learning is wisdom. First of all, it was  important for one to have self-knowledge, and this was the most significant. It included being aware of both what one knew and didn’t.

This recognition enables one to utilize knowledge appropriately and avoid mistakes as a result of ignorance. The two philosophers encouraged people to focus on themselves so they could turn inward and examine their own character, concepts, goals, and attitudes among other things.

Philosophy and Practice

Confucius presented himself as a “transmitter who invented nothing” and claimed that all he knew, he learned from studying, thus emphasizing its importance. In terms of his disciples, he first guided them in studying and internalizing older classics so that they could make connections between moral problems of the past and present through deep thought and study.

In China, Confucianism is even followed as a religion by some, while many argue that Confucius’ teachings value secular morality. Proponents of religious Confucianism argue that, despite the secular nature of his teachings, they are based on a worldview that is intrinsically religious as its base.

Moral values were extremely important to both Socrates and Confucius. While Socrates was on trial, in his own defense, he said, “As long as I draw breath and am able, I shall not cease to practice philosophy.” He refused to renounce his commitment for searching for wisdom, and this ultimately led to his death.

Confucius was also committed to his moral convictions and stood up firmly for what he believed in. According to The Analects, the authors, Roger Ames and Henry Rosemont stated that “he was interested in how to make one’s life, not in discovering the ‘truth,’” like Socrates. Rather, Confucius was interested in the larger picture of life and was committed to searching for wisdom in that regard.

Another parallel between Socrates and Confucius is that both philosophers did not discriminate against anyone because of their status or wealth. They were prepared to teach anyone who was teachable and diligent.

The educational philosophies of Socrates and Confucius, in terms of the aims of education, curriculum, and pedagogy aimed to ennoble and humanize the character of rule by cultivating wise and virtuous leaders. In the Greek tradition, a well-educated person or
gentleman was known as kalokagathos (καλοκάγαθός), literally a noble and good person. The Chinese counterpart was “jun zi,” which alludes to a son of a prince or gentleman.

Legacy

Other than influencing Western thought throughout centuries, in recent years, there has been increased interest in the educational ideas of Socrates. Socrates’ method of teaching, commonly known as the Socratic dialogue or Socratic method, is frequently adopted in schools to promote critical thinking in students.

A dialogue between teacher and students, instigated by the continual probing questions of the teacher, explores the underlying beliefs that shape students’ views and opinions.

Meanwhile, Confucianism is enjoying a revival in China as well as gaining international attention. This renaissance began in scholarly circles and gradually spread to both the leadership and public. Since 2004, the Chinese government has established more than three hundred Confucian Institutes worldwide.