Why Confucius Valued Education Before Power: A Guide to Leadership and Learning

The Master said, “Those who are advanced in learning (1) are rustic (2); those who are backward in learning (3) are gentlemen (4). If I were to use them, I would prefer the former.”

[Annotation]

(1) Advanced in learning: refers to those who learn music and etiquette before becoming officials.

(2) Wild man: a simple and rude person or a country bumpkin.

(3) Late learner: a person who first became an official and then learned the rites and music.

(4) Gentleman: a ruler.

[Translation]

Confucius said, “Those who first learned the rites and music and then became officials were commoners (who originally had no titles or rewards); those who first became officials and then learned the rites and music were gentlemen. If you want to use talent first, then I advocate choosing those who first learned the rites and music.”

[Analysis]

During the Western Zhou Dynasty, people were divided into nobles, commoners and country folk according to their social status and place of residence. Confucius believed that those who became officials first, that is, those who already had titles and salaries, did not receive systematic education in the knowledge of rites and music before becoming officials, and did not know how to be officials before becoming officials. Such people are not to be chosen. Those who were not originally noble, but who had learned the knowledge of ritual and music in a comprehensive and systematic way before becoming officials, knew how to be officials and how to be good officials.

Confucius, the esteemed Chinese philosopher, often emphasized the importance of education and ethical conduct in governance. His teachings offer timeless insights into leadership and personal development. One notable perspective he shared is the value of acquiring education in rites and music before assuming power. This approach contrasts sharply with another common practice and provides a unique lens on effective leadership.

Confucius once stated, “Those who learn rites and music first and then assume official positions are mere commoners; those who assume official positions first and then learn rites and music are gentlemen. If I were to choose, I would prefer those who learn rites and music first.”

To understand this, let’s delve into the context and implications of Confucius’s statement.

Understanding the Terms:

Advanced in Rites and Music (先进): Refers to individuals who first study the traditional cultural practices and music before taking up a role in government.

Commoners (野人): This term refers to people from ordinary backgrounds, not holding official titles or positions, who have learned the cultural practices.

Later Learners of Rites and Music (后进): Individuals who enter official positions before studying rites and music.

Gentlemen (君子): In this context, it signifies those in high positions of authority, often with a deeper understanding of cultural practices due to their position.

The Historical Context:

During the Zhou Dynasty, society was divided into classes: the nobility, commoners, and rural folk. Confucius’s distinction highlights a preference for those who, despite lacking noble status, have first embraced cultural education. He believed that true leaders should have a profound understanding of cultural and moral principles before they are entrusted with power.

The Value of Prior Education:

Confucius’s preference for those who are well-versed in rites and music before taking up official roles underscores the belief that leaders should be morally and culturally educated. Those who study these subjects first are considered more grounded and capable of understanding the complexities of governance. This education equips them with the ethical and cultural knowledge necessary for wise and just leadership.

The Implications for Modern Leadership:

In contemporary terms, Confucius’s views suggest that effective leaders should seek education and personal development before assuming significant responsibilities. This approach helps in cultivating leaders who are not only knowledgeable about their roles but also understand the deeper values and ethics that guide effective governance. It encourages a focus on personal growth and preparation, ensuring that leaders are not just effective in their roles but also embody the virtues that inspire trust and respect.