Abstract

Continued from the previous paper (Cho, 1990) regarding Mencius' theory of human nature and its psychological implications, this article aims to extract some psychological lessons from Menicus' view on education and that on moral practice. Presupposing the possible ideal state of human being, Menicus thought that anyone can reach to this state if he/she realizes that one has inborn beginnings of four virtues(i.e., the feeling of commiseration, the feeling of shame and dislike, the feeling of modesty and complaisance, and the feeling of approving and disapproving) and strives actively and subjectively for a full flourish of these beginnings into four ultimate virtues(i.e., benevolence, rightousness, propriety, and wisdom) in everyday relationships with others. Mencius taught that one can come to the realization of his/her inborn beginnings of four virtues through education and learning and that he/she can strive for a full flourish of those beginnings into ultimate virtues through moral practice in relations with others. From these Mencius' points, two psychological research issues can be derived. One is the study on the characteristics of the possible ideal state of human being and on the steps as well as methods for reaching it. Another is the study on the perspective for understanding human social relations, distinguished from that of the social exchange paradigm in the modern social psychology, and on some related social activities(i.e. the performance of role and harmony in social relations).