The Six Arts or Liu Yi (六艺) refers to the six skills in the aristocratic education system of the Zhou Dynasty in China, namely: ritual(礼), music (乐), archery (射), charioteering (御), calligraphy (书), and mathematics (数). It originated in 1046 BC as the six primary talents required of students in the official schools of the Zhou dynasty.
In Confucianism, the Six Arts are crucial components of education. Confucius and leaders of the Confucian school imparted these disciplines through private schools, aiming to nurture individuals who embody Confucian moral values and meet society’s needs.
More: What did Confucius teach?
Main Content of the Six Arts
As the core content of the ancient Chinese aristocratic education system, the Six Arts have been an essential curriculum for cultivating noble children and have been continuously developed in successive dynasties since the Zhou Dynasty.
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The Six Arts are categorized into “advanced fundamental” and “basic fundamental.” Ritual, music, archery, and charioteering, referred to as the “advanced fundamental,” are essential for aristocrats in governance and require in-depth study at the university level1. On the other hand, calligraphy and mathematics are termed the “basic fundamental,” necessary for daily life, and compulsory in elementary school2.
In the social context of that era, the children of ordinary people could only receive an education in the “basic fundamental.” In contrast, the children of the nobility could receive a complete education in the “Six Arts.” This education system reflected society’s hierarchy and class differences at that time, which led to apparent differences in the education of students from different classes.
Ritual (Li; 礼)
As the foremost of the Six Arts, ritual was the ancient people’s code of conduct in daily life and the basic etiquette in human communication. It encompasses sacrificial and funeral rituals, military protocols, the etiquette observed when feudal lords met the emperor, and the etiquette of daily life.
By studying rituals, ancient people mastered various ceremonies and etiquettes and cultivated virtues like respect and humility. At the same time, studying rituals laid the foundation for people to learn the other five arts.
Music (Yue; 乐)
Music, a general term for music, dance, and poetry, was an important part of ancient education. Ancient people cultivated their feelings and delighted their bodies and minds by playing musical instruments, dancing, and composing poems. In ancient times, music was considered a tool for conveying emotions. It was widely used to set the mood and express sentiments on various occasions, such as banquets, rituals, and weddings.
Among the Six Arts, music is closely associated with rituals and is a significant means of ceremonial education. Through music training, individuals can learn proper etiquette to enhance their cultivation qualities. Additionally, music plays a vital role in fostering moral character and social responsibility, promoting societal harmony and stability.
Archery (She; 射)
Archery was an essential military and sports training program in ancient times. It required great strength, flexible skills, and a calm mind. Through archery training, ancient people trained their bodies and cultivated their will and concentration.
Archery competitions were also an everyday recreational activity and a vital way for nobles to demonstrate their skills and prowess in ancient times. Through competitions, people could show off their archery skills and promote friendship and a competitive spirit.
Charioteering (Yu; 御)
Charioteering was also a significant skill for ancient nobility. It was related to personal travel safety and reflected the nobility’s identity and status.
In ancient times, horse-drawn carriages were one of the most important means of transportation. Whether for daily travel or marching off to war, a skilled charioteer was needed to drive the carriage. Charioteers often played an indispensable role and often possessed strong leadership and management skills. By learning “charioteering,” they could develop their leadership and teamwork skills and enhance their status and power in the team.
Calligraphy(Shu; 书)
Calligraphy, which refers to calligraphy, literacy, painting, and other skills, is the basis for acquiring cultural knowledge. The ancients improved their artistic expertise and cultivated their emotions by cultivating these skills.
As an essential part of traditional Chinese culture, calligraphy has a unique artistic charm and aesthetic value.
In ancient society, calligraphy was a form of art and a practical tool for socialization and communication. It is indispensable in correspondence, poetry recitations, ceremonial documents, and inscriptions. Therefore, learning ‘calligraphy’ was not just about appreciating its beauty but mastering its use for socializing and communication, enhancing one’s social skills and cultural literacy.
Mathematics (Shu; 数)
Mathematics, encompassing the technical disciplines of calculation and numerical manipulation, mainly covers the fields of mathematics and algorithms. It includes geometry, algebra, calculus, statistics, arithmetic, equations, and the Pythagorean theorem.
By studying mathematics, ancient people mastered basic mathematical knowledge and calculation methods and developed logical thinking and problem-solving skills. In ancient societies, mathematics was widely used in various fields, such as astronomy, calendars, and architecture.
Confucius and the Six Arts
As the founder of Confucianism, Confucius’s teachings include the Six Arts.
He advocated the principle of “teaching without discrimination,” asserting that education should be open to all, not just the aristocracy. He emphasized “teaching according to aptitude,” with customized methods and teaching contents according to students’ characteristics and interests. This philosophy of education is fully reflected in the Six Arts.
For example, in his teachings of rituals, Confucius emphasized the cultivation of students’ moral qualities and emphasized harmonious relationships among people.
In music education, he cultivated his students’ feelings and developed their aesthetic interests through music and dance.
In his teachings of Archery and Charioteering, Confucius not only required students to master the basic skills and techniques but also encouraged them to participate in military training to strengthen their physique and willpower through practice.
In the education of Calligraphy and Mathematics, he emphasized the importance of knowledge, believing that one could become wise through learning.
Confucius was the founder of Confucianism and a practitioner of the Six Arts education. Throughout his life, he devoted himself to the cause of education, integrating Confucianism and the Six Arts education through his practice.
The Significance and Limitations of the Six Arts
The Six Arts were the core content of education in ancient China with significant importance, but they also had certain limitations.
Its significance is mainly reflected in the following aspects:
The six arts education covers many aspects, including morality, intellect, physique, aesthetics, and work, and aims to cultivate all-round talents. This teaching philosophy helps students improve their overall qualities, enabling them to become Junzi with moral and practical abilities.
The Six Arts also delve into the universal principles of education. For instance, they advocate for a balanced approach to literary and martial education, as well as teaching methods of ‘learning for practice’ and ‘teaching according to aptitude’. These principles are widely applicable in education in ancient and modern society.
The Six Arts has profoundly affected the education of later generations. It laid the foundation for the development of the ancient Chinese educational system and provided reference and inspiration for the educational reforms of later generations.
For example, the concepts of quality education, ability cultivation, and personalized education emphasized in modern education can all find their source in Six Arts Education. At the same time, many aspects of the Six Arts Education have been inherited and carried on by later generations and have become the treasures of Chinese culture.
However, there are some limitations of the Six Arts education.
The hierarchical nature: The Six Arts were the core content of the ancient Chinese aristocratic education system, and its audience was mainly the sons and daughters of the aristocracy. This educational system was clearly class-based, making it difficult for the children of commoners to have access to quality educational resources.
Limitations: The content of Six Arts is relatively fixed and lacks flexibility and innovation. In the teaching process, teachers often emphasize the transmission and imitation of traditional knowledge while neglecting the development of students’ individualities and the cultivation of innovative thinking.
Overemphasis on Form: In certain instances, Six Arts education may focus too much on form at the expense of substance. For example, in ritual education, an overemphasis on elaborate red tape might lead students to overlook the more profound meaning and respect behind the ceremonies. Similarly, in music education, a relentless pursuit of technical proficiency might overshadow students’ ability to express emotions and convey the essence of music.
In summary, the Six Arts play a significant role in ancient Chinese education, especially in cultural preservation and nurturing versatile talents. However, it also faced challenges such as class limitations and overemphasized formalities, which require profound reflection and continuous improvement. In modern education, it is essential to draw from the strengths of Six Arts education while prioritizing fairness, innovation, and individualization to cultivate talents that align with society’s evolving needs effectively.