Exploring the concept of learning power from a Confucian perspective

Purpose This study explores the concept of learning power (LP) from a Confucian context, through a quantitative and heuristic phenomenological study. Despite that LP has emerged in the English academic literature to include various dimensions within different frameworks, there is a knowledge gap on the concept from different cultures, particularly the Confucian culture. Teachings of Confucius in the Analects emphasize the concept of love of learning (haoxué 好学), and modern literature in the Chinese language reveals various dimensions and frameworks of the concept of LP. However, no previous reviews or connections have been conducted. Design/methodology/approach Conducted in two phases, the first phase of the study, through a systematic literature review, utilizing the PRISMA statement, of Chinese academic publications, seeks to explore the complex constructs of LP across multiple studies. The second stage of the study explores themes of LP from English translations of the Analects (17:8) by comparing different translations to understand meanings through highlighting the interpretative choices made in five significant translations from different time periods and cultural backgrounds. Findings The review reveals eight frameworks of LP from modern Chinese academic literature and codes them into three approaches of conceptualizing LP. The comparison of translations provide insightful interpretations of six key virtues related to the love of learning, namely, ren 仁 (benevolence), zhi 智 (wisdom), xìn 信 (faithfulness), zhi 直 (uprightness), yong 勇 (courage) and gang 剛 (impregnability) and six related consequences of a narrow vision in learning. Originality/value The findings of this study reveal valuable insights into themes of LP, namely, motivation to gain knowledge towards a goal, persistence towards the goal while maintaining rational actions, being sincere to learning and considering consequences, critical thinking with respect, interpersonal awareness and the building of wisdom by learning experiences. Two implications are discussed, particularly from educational philosophy and educational psychology perspectives. This paper provides insights for future research directions on the dimensions of LP in general, and from a Confucian perspective in specific.