Abstract

The normative moral teaching that unifies sageness into virtuousness was organized by Confucius’ 孔子(551-479 BC) to restore order in the chaotic environment of ancient China. Compelling individuals and society to fulfill their duties according to the mandate of heaven and the course of cosmos, this teaching evolved into different methodologies due to the subjective commentaries of later philosophers. With the beginning of the Neo-Confucianism movement in the 8th century AD, which integrated metaphysical forces with ethical acts and deeds, the meanings attributed to heaven, earth and nature expanded. During the Song dynasty 宋朝 (960-1279), considered the greatest epoch of this movement, a dissent arose between two philosopher brothers regarding the origin of knowledge and virtue. Cheng Hao 程颢 (1032-1085) focused on intuitive learning through the goodness of human nature, while Cheng Yi 程颐 (1033-1107) emphasized experiential learning through reason and practice. Thus, the idealist-rationalist opposition, explained by the psychological components of personal growth emerged. This paper aims to determine the main cause for the opposing views of the two brothers on knowledge and virtue of human nature, referencing modern psychology postulates in terms of differences in learning methods.