The relationship between Confucianism and Catholicism in contemporary Chinese Catholic educational settings is marked not only by significant cultural and philosophical differences, but also by profound analogies that open promising avenues for dialogue and mutual enrichment. Drawing on dialogical-interpretive methodology grounded in hermeneutic philosophy, the study explores core ontological and pedagogical concepts in both traditions. Confucianism conceives education as the ethical cultivation of virtue in alignment with cosmic and relational harmony, while Catholic pedagogy emphasizes the integral formation of the person in freedom, responsibility, and relationship with a personal God. Despite theological differences, both systems prioritize moral development, teacher exemplarity, and holistic human growth. The analysis proposes a critical pathway for creative inculturation, whereby Confucian relational ethics, contemplative practices, and communal sensibilities enrich Catholic educational practice without compromising doctrinal integrity. Such engagement contributes to the construction of a spiritually grounded, interculturally aware pedagogy responsive to pluralistic religious contexts.
Porcarelli et al. (Tue,) studied this question.