ABSTRACT
This chapter helps the reader to understand how education was thought in ancient texts by further unpacking the Yijing thought as the primary conditions of possibility for the entire Chinese thought and knowledge, distinct from the Western metaphysics, in three parts. It argues that re-invoking "wind" as a signature language of Chinese education and Yijing as another originary (re)source for the entire Confucian educational heritage, originary not in the sense of being original, but in the sense that a lot has remained unsaid in it. And can be untapped to shed new light on what has already been said. The chapter describes the etymological "crisscrossing pattern" texture of wen as a form to portray the ordering of natural beings, humans included, in the ancient Chinese cosmology. Finally, the cosmic-cultural correlation imprints Confucius' educational vision to the extent that "the Confucian state was a large-scale metaphorical school where the ruler–subordinator relationship was reframed to that of the teacher–learner".
