Abstract

This article aims to Confucianism, Taoism, Buddhism and the "classic" in the "humane care" for an analysis regardless, as the Chinese community through the implementation of education and knowledge of educational reference. We hope to take to make readers: First, understand the "classic" in every sense, and this paper describes the "classic" sense; Second, know the description of this "humane care" is the true meaning of Han; Third, the deed into the and realized that Confucianism, Taoism, Buddhism and the "classic" inherent in "humane care"; Fourth, understand the "classical education" of the value and utility to benefit "classical education" implementation. Text is divided into six sections below: the first section of "Introduction." This paper aims to explain the subject, purpose and conduct cultural sequence; the second section is "the" classic "of諸meaning and this article say" classic "meaning." Designed to identify and clarify the "classic" meaning four, as well as description of this so-called "classic" sense; the third section of "" classical education "of the value, utility and related issues to respond." To Help "classical education" of the value and utility, and one by one In order to respond to the "classical education" questioned several issues; fourth section of "" humane care "definition." To the description of this so-called "humane care" meaning of the word, and "humane care" and "life care" of the relationship - the two were "abnormal name and the same means," and that "humane care" has "individual Care "," social care "and" natural care "for the three; the fifth section of" Confucianism, Taoism, Buddhism and the "classic" in the "humane care". " To point out the Confucianism, Taoism, Buddhism and the "classic" in four "humane care", and one by one regardless of their state to make a; the first six sections of "conclusion" to full overview, and concluded with a brief presentation The arguments this point. Main conclusion of this article is: Although Confucianism, Taoism, Buddhism and the "classic" view of real life and attitudes are different, but they established the Life and shelter the intention and purpose of life is the same. They都value the value of life and settle down,都emphasis on practical work through mental cultivation and settle the future of life,都believe that life of self-management ability, but also都stressed life to themselves and external communication and a sense of harmony. Because they have such a "humane care" , you can settle personal, social and the world, can promote themselves, and the people and society and the natural harmony, so in education and general education in the promotion of "classical education" , not only in the "righteousness" is should be necessary, while in the "interest" also has great effect on the. This article is to analyze the humanistic concerns in Confucian, Buddhist and Taoist "classics" as something for the Chinese community to refer to when they promote education and general education. In this way, we wish to make the readers to, first, understand the multiple meanings of "classics" and the meaning described here, second, understand the true meaning of "humanistic concerns" discussed in this article, third, realize the "humanistic concerns" contained in Confucian, Buddhist and Taoist "classics," and fourth, understand the value and effect of the "education of classics" so as to help promoting it. This paper is divided into six sections: the first section is the foreword; the second section is the multiple meanings of "classics" and the meaning described here ; the third section is the value and effect of the "education of classics" along with the responses to the related questions; the fourth section is the elucidation of "humanistic concerns"; the fifth section is the "humanistic concerns in Confucian, Buddhist and Taoist classics; and the sixth section is the conclusion. The major conclusion is as follows: though Confucian, Buddhist and Taoist classics see real life with different outlooks and attitudes. They all appreciate the value and settlement of life, stress how to settle life through the cultivation of the mind-nature and the practice of methods, value the self-empowerment and self-discipline of life and underline the internal and external correspondence and harmony of life. Possessed with such "humanistic concerns" to settle individuals, the society and the world as well as contribute to the harmony between the self, the others and the society, the promotion of the "education of classics" in education and general education is not only necessary in terms of "righteousness" but also hugely effective in terms of "profits."