As moral philosopher Zhu Xi (1130–1200) sought to nurture the autonomous moral self. In his pedagogical scheme, one ought to cultivate the innate goodness of the heart, investigate principles in things, and embody ethical standards in daily life. In Zhu Xi’s view, the ability to exercise moral autonomy is obtained through a long period of moral and ethical training under the close surveillance of one’s immediate surroundings since early childhood. For this reason, Zhu Xi emphasized the practice of social norms as well as the performance of mundane rituals as the preconditions for the development of the autonomous moral self. By combining the Lesser Learning (xiaoxue 小學) with the Great Learning (daxue 大學), Zhu Xi articulated an integrated vision of moral development from the heteronomous performing of ethical duties to the autonomous embodiment of moral principles.

正如道德哲学家朱熹（1130-1200）试图培养自主的道德自我。在他的教学方案中，要培养内在的善良，在事物中研究原则，在日常生活中体现道德标准。在朱熹看来，行使道德自主权的能力，是从孩提时代开始，在对周围环境的严密监视下，经过长期的道德伦理训练而获得的。为此，朱熹强调社会规范的实践和世俗仪式的履行是道德自主发展的前提。通过结合小学（xiaoxue 小学）与大学（大学） 大学)，朱熹阐述了道德发展的综合愿景，从道德义务的他律履行到道德原则的自主体现。