Confucius considered learning to be a pleasant process. This position is consistently applied to all Confucian theories of Learning. In addition, Zhu Xi emphasized the importance of reading, Wang Shou-jen emphasized the practice, and Choi Han-ki emphasized the experience and communication. A series of Confucian theories of Learning coincides with the theory of modernity that emphasizes communication and cooperation, creativity and critical thinking. Discussion-oriented liberal arts philosophy class is evaluated as a useful process to improve these skills required in modern education, unlike knowledge-based philosophy major class. Concrete strategies are needed to lead a lively liberal arts philosophy class through discussions. In general, the following nine items are presented. First, speak in the honorific forms in the class. Second, do not try to teach students. Third, the instructor must have confidence in himself. Fourth, use the flipped-learning method. Fifth, evaluate all the students comments as meaningful. Sixth, Lead students to defend their positions against themselves. Seventh, encourage students to break the prejudice. Eighth, lead students to think for themselves. Ninth, lead to not ignore the value of knowledge. The following five items are presented for evaluation. First, evaluate quantitative aspects. Second, promote cooperation. Third, do not try to test knowledge. Fourth, make a question mandatory. Fifth, evaluate in essay form. Liberal arts philosophy class reflecting these factors is a modern form of Confucian learning.