How can Confucian studies contribute to contemporary issues in education? seeks to facilitate a comparative and interdisciplinary dialogue between positive education and Wang Yangming’s philosophy. The paper is organized around two key ideas: 1) Both Eastern and Western cultures have placed significant emphasis on moral education and have developed comprehensive understandings of the relationship between morality and knowledge/reasoning. However, in contrast to Kohlberg’s cognitive developmental theory, which exerts substantial influence on the development of education theories, Wang underscores a more nuanced, dialectical relationship between morality and knowledge. This involves a consideration of the intricate processes through which they are manifested. 2) At their core, positive education and Wang’s philosophy share the common goal of promoting hapiness as a crucial element in human learning. However, Wang moves beyond the confines set by the positivity of happiness in human learning by incorporating suffering and wrongdoing as integral aspects in the attainment of human perfection. By engaging in a cross-cultural dialogue between positive education and Wang Yangming’s philosophy, this paper aims to contribute to the continuous dialogue that highlights the contemporary relevance of traditional Chinese Philosophy. Wang’s inclusive educational theory offers a fitting and timeless reference for guiding individuals toward self-fulfillment even in the 21st century.