This Socratic-method sought to expose the ignorance of the students, then in turn, arouse a sense of longing for knowledge. His students came to realize that the pursuit of knowledge of the most important thing they could take away from his teachings. Similarly, Confucius did not simply impose his views on his students but instead guided them to discover knowledge for themselves. When describing his methods, Confucius said, “I never enlighten anyone who has not been driven to distraction by trying to understand a difficulty or who has not got into a frenzy for trying to put his ideas into words. When I have pointed out one corner of a square to anyone and he does not come back with the other three, I will not point it out to him a second time” ("Classical Traditions of Education: Socrates and Confucius", n.d). Both their methods, and by setting an example, Socrates and Confucius helped foster the desire in their students to pursue learning for the sake of their moral and intellectual
This Socratic-method sought to expose the ignorance of the students, then in turn, arouse a sense of longing for knowledge. His students came to realize that the pursuit of knowledge of the most important thing they could take away from his teachings. Similarly, Confucius did not simply impose his views on his students but instead guided them to discover knowledge for themselves. When describing his methods, Confucius said, “I never enlighten anyone who has not been driven to distraction by trying to understand a difficulty or who has not got into a frenzy for trying to put his ideas into words. When I have pointed out one corner of a square to anyone and he does not come back with the other three, I will not point it out to him a second time” ("Classical Traditions of Education: Socrates and Confucius", n.d). Both their methods, and by setting an example, Socrates and Confucius helped foster the desire in their students to pursue learning for the sake of their moral and intellectual