Educating the autonomous learner in a Confucian school: subjectivity, memorisation and dilemma

The current literature on Chinese governmentality and subjectivity lacks rigorous discussion of the involvement of Confucian education. This article applies Foucauldian conceptual tools to explore this scholarship gap empirically. Based on ethnographic fieldwork at a Confucian school, we explore how Confucian pedagogical techniques are used to create a type of subject. This article first presents pedagogical reform in a Confucian school. The resultant pedagogy of individualised memorisation combines two paradoxical knowledge sources: the individualised teaching principle and the method of repetitive memorisation. We then demonstrate how the Confucian teaching techniques used in the classroom result in contradictory processes of subject-making. Students are governed by the technologies of power in the disciplined classroom but are also encouraged to be the "master" of their own study according to the technologies of the self, so as to become autonomous learners. The revived Confucian education is encountering a profound cultural dilemma between autonomy/individuality and coercion/authority in the making of subjects.