This paper philosophically interrogates school bullying in China, Japan, and Korea as ethical misinterpretations of Confucian “Li” (rites), a core concept fostering harmonious consciousness through benevolence and reciprocity, yet warped into aggressive rationales amid historical/geographical contexts. Drawing on Analects and Mengzi for “Li”'s intent—cultivating ethical self-awareness—and films like Better Days, A Silent Voice, and The Glory, it uncovers intertwined distortions: China's moral absolutism intersecting hierarchy (25% rates, per UNESCO 2021), Japan's collectivist suppression of individual consciousness (15-20%), and Korea's hierarchical dominance eroding empathetic ethics (18-25%). These reflect a failure of conscious ethical application, linking adult instrumental power (e.g., workplace conformity) to youth's reactive, unconscious harms. Post-pandemic, digital amplification (15-25% cyber surge) heightens this ethical unconsciousness, with platforms enabling unreflective shaming/exclusion. Proposing HCI interventions—AI sentiment analysis for “Li”-prompted ethical alerts on WeChat/LINE, and VR simulations evoking conscious benevolence—the study reclaims “Li” as a pathway to ethical consciousness, potentially reducing rates 10-20% via tools that foster reflective empathy (Kohlberg/Noddings). This bridges East Asian philosophical ethics with global consciousness, advocating HCI-enhanced moral education for humane, self-aware societies in hybrid digital realms.

Authors:
Jiayao Gao, University of Sydney, Australia

About the Presenter(s)
Jiayao (Lilith) Gao is a recent BA graduate from Bard College Berlin in Art & Aesthetics and Ethics & Politics. Her interests span East Asian art, HCI, visual culture, gender/queer theory, postcolonial studies, and digital media.

Connect on Linkedin
https://www.linkedin.com/in/jiayaogao-20000929/

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