LI IN THE ANALECTS : TRAINING IN MORAL COMPETENCE AND THE QUESTION OF FLEXIBILITY Karyn Lai School of Philosophy, University of New South Wales The concept of li and its role within the Confucian tradition remains a topic of debate and inquiry among contemporary scholars. This is largely due to the prominence of the concept for those attempting to understand and interpret the tradition and, more importantly, for those who seek to establish its contemporary significance. 1 The account I propose involves a novel reading of the Confucian concept of li in the Analects. In this account, I track the various meanings of li through three stages of moral cultivation, culminating in the acquisition of moral competence which is marked by an attitude of equanimity (Analects 9 : 29). In the three stages of moral development that I describe, li have different roles and exhibit different degrees of flexibility. The first is the novice's stage during which li are essential in inculcating correct forms of behavior. At this stage, adherence to the dictates of li introduces the learner to the appropriate proprieties in different con- texts. The second stage is an experimental one during which the learner extracts principles from these behavioral forms through constant practice. The emphasis at this stage is on the learner testing out his application of moral principles. This is a stage of inquiry and is perhaps the most intensive and active learning phase. The third phase is marked by the deliberations of the mature, cultivated person, who has a good grasp of the principles and ideals encoded and realized in meaningful social interaction. At this stage, li have a different significance as compared with the first stage. They do not function as instruments of rote learning but rather are channels for meaningful self-expression. The three stages are presented in three separate sections only to achieve some clarity in exposition and to identify some characteristic features of each of the stages. In practice, the stages are continuous; the progression from one stage to the next is fluid and may not be clearly marked or distinguishable. Stage 1: The Moral ``Beginner'' and Strict Adherence to Li Rote practice is an important and useful instrument in many aspects of human devel- opment. Especially in the pre-social and pre-rational stages of early childhood, the repetitive aspect of rote learning is a major mode of learning. It is understood that, in these early stages, a child does not have the resources to consider objectively his actions and their implications. Hence, imitation of the positive and exemplary behaviors of role models is a primary aspect of learning at this stage. The child is taught to replicate ``good'' behaviors, these being reinforced in his daily behaviors and interactions. Philosophy East & West Volume 56, Number 1 January 2006 69±83 > 2006 by University of Hawai`i Press 69