Message from jpena

[Anonymous]

The Chinese Debates on Salt and Iron is an excellent discourse that can teach students a lot about some core Confucian beliefs. After reading this text in our seminar readings, I clearly came away with the fact that Confucian scholars thought trade and crafts were to be discouraged while virtue, benevolence and farming exalted. Confucians feared mercantilist practices by the government would teach the people to become tricksters and promote selfishness due to the inherent competitive practices of such a system. Their discussion of ethics and morality is striking when they distinguish farming as a moral endeavor while government monopolies of salt, iron, etc. as immoral. In Chapter 14 in Chinese Civilization : A Sourcebook by Patricia Buckley Ebrey the first chapter of these debates is provided. Teachers can use this text to help students outline the following basic arguments:

The learned men’s arguments (Confucians):
-The pursuit of goodness and duty is more important than the pursuit of profit
-You do not conquer your enemies by arms but rather with virtue.
-The corruption of heads of state will create a ladder for common people to become criminals

The minister’s arguments (State):
-To protect the frontier settlers from raids, the emperor instituted the monopolies
-The equable marketing system and other government-sponsored safeguards were put in place to ensure fairness
-Merchants provide an essential service in the distribution of goods within the state which helps everyone

This debate highlights the pragmatic view of the state in light of specific exigencies originating from foreign raids and the idealistic Confucian view of the virtuous state that must be pursued no matter the exigencies.

It is interesting to point out to students how both the state minister and the Confucians use classic Chinese texts to help support their point of view while debating. The use of ancient texts to claim legitimacy is an important function for not only Confucians who honored literature, but also for the state.

This debate can be brought into the 6th grade and 7th grade classroom and be recreated to teach students about differing points of view.