Confucius said, “Do I possess knowledge? No – I am actually ignorant. Once, a rustic man asked me a question; his mind was completely empty. My own mind was equally blank, so I simply examined the issue from both ends and exhausted its meaning.”
Note
This passage from the Analects reveals Confucius’s humility in learning and his distinctive Socratic-style pedagogy. He denies being an omniscient sage and emphasizes that true wisdom lies not in accumulating facts but in mastering the method of inquiry. When faced with a questioner who had no prior understanding (“a rustic man”), Confucius did not offer a ready-made answer. Instead, he employed “examining both ends” – exploring the issue from opposing perspectives such as right/wrong, beginning/end, or essence/application – to thoroughly investigate the matter until its full meaning emerged. This approach reflects both educational wisdom and the Confucian principle of the “Doctrine of the Mean” (Zhongyong): truth is often found through balanced consideration of extremes. Moreover, by describing himself as “empty,” Confucius shows that genuine teaching begins with openness and shared inquiry, not authoritarian instruction.
Further Reading
The Master said, “I can talk with Hui all day, and he never objects – seemingly dull. But when I observe his private conduct, I see he is able to apply what I’ve taught. Hui is not dull at all.” Analects 2.9 (Wei Zheng)
Highlights that true understanding is internal and reflective, not performative – aligns with the idea that learning begins in “emptiness” and matures through personal insight.
子曰：「吾有知乎哉？無知也。有鄙夫問於我，空空如也，我叩其兩端而竭焉。」
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