ABSTRACT
This chapter aims to examine misunderstandings around the effect of Confucianism on East Asian Education and the true meaning and teachings of (neo)-Confucianism philosophy. Providing a personal, reasonable pace of learning and focusing on spiritual growth will also help students to be mastery oriented in their learning instead of being solely performance, goal oriented. Foundational courses such as the philosophy of education should be revived in teacher education programs, and educational psychology or history of education could also in the least be options for teaching preservice teachers for spiritual growth. Simhak refers to self-reflection and self-transformation, spiritual cultivation, self-awareness and consciousness, perseverance, contemplation, mindfulness, morals, resilience, and meaningful, virtuous living. A holistic, spiritual, humanistic approach in education will also promote creativity and a positive transfer of the lesson learned because students might become comfortable and less anxious about taking risks once the performance pressure is off their chest.
