As a typical representative of pre-Qin Confucian culture, Confucian and Mencius thought contains rich philosophical thoughts, which have great enlightenment value for modern politics, economy and education. This article aims to study the status and significance of Confucian and Mencius thought in Chinese philosophy. Taking educational philosophy as an example, based on the analysis of the characteristics of Confucian educational thought, the necessity of Confucian and Mencius thought and the modern significance of Confucian and Mencius educational philosophy. To understand the educational role of Confucian and Mencius educational philosophy in contemporary universities, this article conducted a questionnaire survey on students in a certain university. The survey results show that Confucian and Mencius educational philosophy plays an important role in strengthening the school's moral education, enriching the diversification of characteristic education, and cultivating citizen patriotism education.

Xinghao Wang. The Position and Significance of Confucianism and Mencius Thought in Chinese Philosophy. International Journal of Frontiers in Sociology (2021), Vol. 3, Issue 18: 90-95. https://doi.org/10.25236/IJFS.2021.031814.

[1] Jesper. Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung[J]. Cultural Studies of Science Education, 2018, 13(1):147-161.

[2] Li B, Huang L. The relationship between acupuncture-moxibustion theory ofDOU Hanqingand Neo- Confucianism [J]. Zhongguo zhen jiu = Chinese acupuncture & moxibustion, 2018, 38(2):203-208.

[3] Tan C. Confucianism reconsidered: Insights for American and Chinese education in the twenty-first century [J]. Frontiers of Education in China, 2019, 14(001):161-163.

[4] Stehlik, Thomas. Educational Philosophy for 21st Century Teachers || The Twenty-First-Century Child [J]. 2018, 10.1007/978-3-319-75969-2(Chapter 7):129-158.

[5] Zeli T. and the historical and genealogical critique of contemporary culture: Wilhelm von Humboldt's neo-humanistic theory of [J]. Educational Philosophy and Theory, 2018, 50(6-7): 662-671.

[6] D 'Agnese V. 'Not-being-at-home': Subject, Freedom and Transcending in Heideggerian Educational Philosophy [J]. Studies in Philosophy and Education, 2018, 37(8):1-14.

[7] Jian L, Zhang Y, Nan Z. Faculty ethics in China: From a historical perspective [J]. Educational Philosophy and Theory, 2019, 52(4):1-11.

[8] Akinmayowa A O. Historical Trajectory of Kí òla mi báa lè dára (That My Future May be Bright): A Yoruba Philosophy of Engagement in Formal Education [J]. Universal Journal of Educational Research, 2018, 6(6):1382-1388.

[9] D'Ambrosio P J, Kantor H R, Moeller H G. Incongruent Names: A Theme in the History of Chinese Philosophy [J]. Dao, 2018, 17(4):1-26.

[10] Gentz J. Newell Ann Van Auken: The Commentarial Transformation of the spring and autumn. (SUNY Series in Chinese Philosophy and Culture.) xiv, 338 pp. Albany: State University of New York Press, 2016.[J]. Bulletin of the School of Oriental & African Studies, 2018, 81(03):561-563.

[11] Zhang, Lili. Pang-White, Ann A. ed. The Bloomsbury Research Handbook of Chinese Philosophy and Gender [J]. Dao, 2018, 17(2):1-4.

[12] Angle, Stephen C. Tian as Cosmos in Zhu Xi's Neo-Confucianism [J]. Dao, 2018, 17(2):169-185.