http://www.san.beck.org/CONFUCIUS5-Practice.html Confucius was described in The Analects as having no egotism, and although he preached much, it usually was as an impersonal ideal which anyone could learn to follow. He did not say they should emulate him; he did not even tell them what to do. He merely pointed out what would be the consequences of various motivations and actions, and then let his listeners decide. At one point while reciting the Way of the better person, he admitted that he continue...

http://www.san.beck.org/CONFUCIUS3-How.html …. The most important characteristic which Confucius asked from his students, then, was that they make the effort to learn. He encouraged them to make this effort by allowing them room to think for themselves. I do not enlighten those who are not eager to learn, nor arouse those who are not anxious to give an explanation themselves. If I have presented one corner of the square and they cannot come back to me with the other three, I should not continue...

English version by Sanderson Beck The Way of higher education is cultivated and practiced by manifesting the enlightening character of spiritual power, loving the people as they grow, and living in the highest good. By knowing how to live in the highest good, purpose is directed. When purpose is directed, calm clarity results. Calm clarity leads to peaceful poise. Peaceful poise leads to careful deliberation. Careful deliberation leads to success. Living things have their roots and continue...

Proponents of collaborative learning claim that the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking. According to Johnson and Johnson (1986), there is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than students who work quietly as individuals. The shared learning gives students an opportunity to engage in discussion, take responsibility for their continue...