Confucian Ethics and Social Work Theory: The Origin of the Idea of "helping people help themselves" in Chinese Literary Education

Abstract

This study adopts an interdisciplinary approach to systematically examine the historical origins and educational logic of the "helping others to help themselves" philosophy within Confucian ethics and social work theory. Using Chinese literary education as a case study and adopting an international comparative perspective, it reveals how Confucian ethical concepts such as "benevolence,"  "moderation," and "ritual systems" are subtly transmitted through literary narratives, pedagogical contexts, and educational evaluations. These concepts resonate with social work theories like the "strengths-based perspective" and "ecosystem theory." The research demonstrates that the "helping others to help themselves" practice in Chinese literary education neither represents a simplistic transplant of Western theories nor a mechanical reproduction of traditional ethics. Instead, it achieves creative transformation of classical wisdom through cultural subjectivity construction. The findings provide an Eastern paradigm for the localization of global social work theory, open new avenues for studying the social functions of literary education, and offer theoretical support for designing interdisciplinary curricula and developing culturally responsive teaching models for educators.