Confucius on Leadership: The Wisdom of Ritual, Righteousness, and Trust
Fan Zhi asked to learn farming. The Master said, “I am no match for an old farmer.” He asked to learn gardening (1). He said, “I am not as good as the old gardener.” Fan Chi left. The Master said, “What a small-minded man Fan Chi is! If the ruler is good at ceremonies, the people will not dare to be disrespectful; if the ruler is good at righteousness, the people will not dare to be disobedient; if the ruler is good at keeping his word, the people will not dare to be insincere (2). If this is the case, the people from all over the country will bring their children on their backs and come here, so why bother with farming?”
[Notes] (1) pǔ: vegetable garden, extended meaning: to grow vegetables. (2) yǒngqíng: yǒngqíngshí, to treat with sincerity. (3) qiǎn: a basket for carrying a baby on the back.
[Translation] Fan Chi asked Confucius how to grow crops. Confucius said, “I am no match for an old farmer.” Fan Chi then asked how to grow vegetables. Confucius said, “I am not as good as an old vegetable farmer.” After Fan Chi left, Confucius said, “Fan Chi is really a petty person. As long as those in power pay attention to propriety, the common people will not dare not to revere them; as long as those in power pay attention to righteousness, the common people will not dare not to obey them; as long as those in power pay attention to trustworthiness, the common people will not dare not to treat them with sincerity. If they can do this, the common people from all directions will come to them with their own children, where is the need for them to plant crops themselves? “
[Commentary] Confucius unceremoniously accused Fan Chi, who wanted to learn how to grow crops and vegetables, of being a villain. His educational philosophy is clear. He believed that those in power did not need to learn how to grow crops or vegetables, and that it was enough to pay attention to the principles of propriety, righteousness and trust. He trained his students not to grow crops or vegetables, but to become officials. In Confucius’ time, the number of people who received education was after all a minority. The laborers could engage in agricultural production as long as they had sufficient physical strength, and the purpose of education was to cultivate intellectuals who could implement governance. Therefore, Confucius’ educational purpose was not to cultivate laborers. This was relatively reasonable under the historical conditions of the time.
In ancient China, Confucius, renowned for his profound teachings on governance and morality, imparted timeless wisdom that continues to resonate today. Central to his philosophy were the principles of ritual, righteousness, and trust, which he believed were essential for effective leadership and societal harmony.
Confucius once encountered Fan Chi, who sought his guidance on agriculture. Fan Chi first inquired about farming, to which Confucius replied, “I am not as good as an old farmer.” Undeterred, Fan Chi then asked about vegetable gardening, and Confucius humbly responded, “I am not as good as an old gardener.” Displeased with Fan Chi’s pursuits, Confucius remarked, “Fan Chi is indeed lacking. If leaders prioritize ritual, the people will naturally show respect. If leaders prioritize righteousness, the people will willingly comply. If leaders prioritize trust, the people will reciprocate with genuine loyalty. With such virtues upheld, people from all corners will flock with their children in tow. Who then needs to till the fields?”
This encounter exemplifies Confucius’ emphasis on moral leadership over practical skills. He believed that rulers should focus on cultivating ethical values rather than engaging in manual labor. In ancient Chinese society, where education was a privilege, laborers with physical strength handled agricultural tasks, while educated elites were groomed for governance. Confucius aimed to educate future officials who would govern with integrity and uphold moral principles.
Confucius’ teachings underscored the importance of leadership characterized by virtue and ethical conduct. Ritual, encompassing etiquette and proper conduct, ensured societal order and respect for authority. Righteousness promoted justice and fairness, earning the people’s trust and compliance. Trust, rooted in sincerity and honesty, fostered genuine connections between leaders and their subjects, leading to a harmonious and stable society.
Today, Confucian values continue to influence Chinese culture and governance. The principles of ritual, righteousness, and trust remain fundamental in shaping leadership philosophies and interpersonal relationships. By understanding Confucius’ teachings, one gains insights not only into ancient Chinese governance but also into enduring principles of effective leadership applicable across cultures.
Confucius’ critique of Fan Chi serves as a profound reminder of the importance of ethical leadership rooted in moral principles. His teachings transcend time and place, offering valuable lessons for leaders striving to inspire trust, foster respect, and promote harmony within their communities.