Using both Confucian texts and the work of American pragmatist John Dewey, this book offers a distinctly Confucian model of democracy.

Despite the affirmation below from a chapter entitled “The Moral Self” in his Ethics, Deweyseems not to have used the term “moralself” outside that context. Perhaps he didn’t think it that crucial in his overall philosophy. I argue, on the contrary, that the concept ofthe moralself is fundamental to Deweyan moral psychology and that it provides an illuminating lens through which to view his philosophy of education. This paper explicates Dewey’s perspective on moral education as education of the moral self.