Islam and Confucianism

During the post-classical period, the Islamic and Confucianist world faiths?were based upon the principles of spiritual and intellectual growth. both valued intelligence and knowledge, and potently supported f encounters of life, yet each spiritual belief viewed the world and its inhabitants from different vantage points. In Islam, life was a series of tests which determined a persons stature in the afterlife.though not especially rigorous, these tests?focus peoples lifestyles on ship canal to better their eternal futures. Islam molded people into charitable, honest, and true Muslims who worked to spread their faith. Confucianism cut the world in a more immediate sense, and felt that it undeniable to be controlled by fittingly trained men. Confucianism pushed for companionable gain, personal happiness, and proper gentle opusly?composure.An Islamic education was available to any good Muslim, voluminous and poor alike, although the wealthy were amend more often, due to fe wer time constraints. It was a rarity to see a Muslim woman educated in the same manner as men, however, since Muslim society was buckramly patriarchal, and Men are the managers of the affairs of women? (p. 105, The Koran and Family).A Confucian education, in contrast, was quite esoteric. Those in the wealthy classes, primarily the aristocracy, were educated, and although it was possible for a frown class citizen to receive an education, it was a rarity, occurring only if said citizen was very wealthy. The Confucian focus on creating a classic Gentleman?centered the education on men, and not women. Confucianism was primarily an ethical systemConfucious largely recommended faithfulness and respect people should know their place? (World History, p. 46).Confucianism strove to create an educated man a ruler, not a peasant. It taught art and literature, nature and proper use of women, and diplomacy. It stressed composure and proper social skills, with specifics on how to dress and h ow to act at public gatherings being of the utmost importance. Mannerisms were not the whole of the social education, however. Training the Aristocracy, Confucianism taught ruling, government, law, crime and punishment. A Confucian Gentleman knew how to act aright and rule accordingly in any situation that might open itself.Islams Five Pillars, testifying that there is no deity save Allah and that Mohammed is his apostle, on performing prayer, on paying legal alms, on the pilgrimage to Mecca, and on the fast of Ramadn.?(document 18, p. 108) strongly focussed the Islamic education on religion and philanthropy. An educated Muslim had intricate knowledge of Islam, the Hadith, and the Koran. Generosity was important in Islam, and a good Muslim gave Alms. Islam did not focus on make an Aristocrat, barely rather a philanthropist who would spread the religion.Islam taught the knowledge of travel, profession and bartering as well. Muslim society, was advanced in these areas, and viewed merchants as very right on and important men. Subsequently trade and bartering were highly valued skills which need to be learned. scientific knowledge was also important. Muslim science was based on Greek and Hellenistic technology and philosophy, thus their scientific education focused on rationalistic generalizations, theories and hypotheses. Confucian breeding frowned upon trade and bartering, as Merchants were tolerated, but not respected by the upper classes. Confucian scientific principle was directed towards specific developments and advancements, generalities were not as important.The Confucian lack of religious teaching was diametrically opposed to the Islamic educations strong religious focus, and Confucianism taught artistic merit more where Islam taught more trade skills. Scientific advances were important to each. Specific social customs were taught by both, although Islam leaned towards helping the move classes through charity, and Confucianism leaned towards hel ping the lower classes through proper rule. Obviously, a Confucian education and an Islamic education both focused on teaching men to better themselves, but their different approaches to the same matter yielded two strikingly different educated persons.