Xunzi, also known as Xun Kuang or Hsün Tzu, was a significant Confucian philosopher who lived during the Warring States period, around 313-238 BCE. Born in the state of Zhao, Xunzi was a contemporary of other notable thinkers such as Mencius. Unlike Mencius, who believed in the inherent goodness of human nature, Xunzi argued that humans are born with a natural inclination towards selfishness and that only through education and the strict application of rituals (li) can people cultivate virtue and achieve moral improvement. His ideas were influential in shaping the development of Confucian thought and had a lasting impact on Chinese philosophy.

Xunzi’s teachings emphasized the importance of education, ritual, and the role of the state in promoting moral order. He believed that human nature, though fundamentally flawed, could be transformed through rigorous education and adherence to ritualistic practices. Xunzi served as a teacher and held various official positions, where he promoted his views on governance and ethics. He wrote extensively, with his works compiled into the book known as the “Xunzi,” which addresses various philosophical, political, and ethical issues. His pragmatic and somewhat pessimistic view of human nature set him apart from other Confucian thinkers and influenced later Legalist thinkers.

One of Xunzi’s notable teaching methods involved conducting his lessons during distracting events such as parades and dances. He believed that true scholars would remain focused and undistracted despite the chaos around them. By teaching in these lively environments, Xunzi could observe which students demonstrated the necessary discipline and concentration to absorb his lessons. Those who maintained their focus and adhered to proper conduct during such distractions were chosen by Xunzi as his students. This method not only helped him identify the most dedicated and serious learners but also instilled in them a deep sense of discipline and moral fortitude, which he deemed essential for personal development and effective governance. This approach underscored his belief in the transformative power of education and the critical role of self-discipline in achieving moral excellence.