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Author: Ruyu Hung
Publisher: Routledge
ISBN: 1351038087
Category : Education
Languages : en
Pages : 184
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Book Description
This book breaks the stereotype that links Chinese philosophy solely to Confucianism, instead providing a kaleidoscopic view of Chinese philosophy of education. The contributors explore a variety of issues, including the journey of modernisation (or Westernisation) of China’s education between the sixteenth and twentieth centuries; Chinese identity and the concept of race in education and history; contemporary interpretations of Confucian pedagogy in relation to twenty-first-century skills; the life story of a teacher in modern China as embodying the spirit of a Confucian pedagogue; the ecological self in education; an original interpretation of postmodern-Daoist symbolism; and the role of translation in producing and transmitting knowledge across cultural and linguistic boundaries. This book was originally published as a special issue of Educational Philosophy and Theory.
Author: Ruyu Hung
Publisher: Routledge
ISBN: 1351038087
Category : Education
Languages : en
Pages : 184
Get Book Here
Book Description
This book breaks the stereotype that links Chinese philosophy solely to Confucianism, instead providing a kaleidoscopic view of Chinese philosophy of education. The contributors explore a variety of issues, including the journey of modernisation (or Westernisation) of China’s education between the sixteenth and twentieth centuries; Chinese identity and the concept of race in education and history; contemporary interpretations of Confucian pedagogy in relation to twenty-first-century skills; the life story of a teacher in modern China as embodying the spirit of a Confucian pedagogue; the ecological self in education; an original interpretation of postmodern-Daoist symbolism; and the role of translation in producing and transmitting knowledge across cultural and linguistic boundaries. This book was originally published as a special issue of Educational Philosophy and Theory.
Author: Guoping Zhao
Publisher: Routledge
ISBN: 1351120247
Category : Education
Languages : en
Pages : 216
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Book Description
Delving into Levinas’s ideas in nuanced and sophisticated ways, this book innovatively blends and juxtaposes Levinas with other thinkers, perspectives, and fields of thinking. Some contributions are traditional, but superbly analyzed and argued renderings of his thought, and they contrast with more creative readings of Levinas through lenses such as Durkheim, Habermas, feminism and indigenous, new materialism. This collection will serve to reinvigorate Levinas and the importance of the many facets of his thinking that link to the ethical and lived dimensions to our educational worlds. Readers will find this to be a very interesting, engrossing, and well thought out book that forms a vibrant and exciting intervention into the philosophy of education and Levinas studies in general. This book was originally published as a special issue of Educational Philosophy and Theory.
Author: Ruyu Hung
Publisher: Routledge
ISBN: 1000747417
Category : Education
Languages : en
Pages : 360
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Book Description
This book provides exciting and significant inquiries into the cultivation of self in East Asian philosophy of education. The contributors to this volume are from different countries or areas in the world, but all share the same interest in exploring what it means to be human and how to cultivate the self. In this book, self-cultivation in classical Chinese philosophies—including Confucianism, neo-Confucianism, and Daoism—is scrutinised and elaborated upon, in order to reveal the significance of ancient wisdom for today’s educational issues, and to show the meaningful connections between Eastern and Western educational thoughts. By addressing many issues of contemporary importance including environmental education, equity and justice, critical rationalism, groundlessness of language, and power and governance, this book offers fresh views of self-cultivation illuminated not merely by East Asian philosophy of education but also by Western insights. For those who are interested in comparative philosophies, intercultural education, and cultural study, this book is both thought-provoking and inspirational. The chapters in this book were originally published in the Educational Philosophy and Theory journal.
Author: Bruce Haynes
Publisher: Routledge
ISBN: 1000037487
Category : Education
Languages : en
Pages : 146
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Book Description
Unlike many current approaches, this book looks at trust relations in order to understand schooling and other social practices. Trust relations include both what an individual is prepared to trust in the circumstances, and what a competent practitioner in an evolving tradition should trust. It is therefore considered whether trust relations are more fundamental in society than those of truth or power. Schooling has a social, as well as an education, role. As a result, the scope of the trust relations under investigation must range beyond the pedagogical. By expanding our understanding of the trust relations required to create and maintain effective schooling in particular circumstances, it may be possible for a greater section of society to receive a good education. Issues including curriculum, classroom management, and community relations may be understood in a different way and help enable currently intractable problems to be tackled more effectively. This book presents the initial investigations of a number of authors who collaborated on this project and was originally published as a special issue of the journal, Educational Philosophy and Theory.
Author: Liz Jackson
Publisher: Routledge
ISBN: 1000710920
Category : Business & Economics
Languages : en
Pages : 189
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Book Description
This book critically considers what various Asian philosophies can contribute to a more substantive discourse on sustainability education and educational philosophy. The contributors examine how ‘east’ and ‘west’ interact in educational philosophy and practice in Asian contexts. As a collection, they provide a broad view of Asian sustainability thinking that is not dominated by Confucianism, Buddhism, Islam, and post-colonialism, but rather which regards these themes—and other frameworks for sustainable education—as dynamic aspects of Asian contexts, both historically and today. As such, the book invites readers to consider the challenges and opportunities for theorising of sustainability in the philosophy of education, while also critically engaging with the way in which ‘Asia’ and ‘east’ are typically understood. Of interest to those researchers in Asian conceptions of sustainability, this book highlights a series of potential insights in relation to the often-foregrounded perspectives of Global North and western-based frameworks. The chapters were originally published in Educational Philosophy and Theory.
Author: Marie-Élise Zovko
Publisher: Routledge
ISBN: 100033578X
Category : Education
Languages : en
Pages : 325
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Book Description
Bildung and Paideia examines traditional humanistic ideals in light of philosophical reflection on the need for education of the whole human being. The study of what it is to be human is traditionally the task of the humanities. In recent years, however, the humanities have been increasingly subordinated to technological, economic, and utilitarian aims. Do the humanities still have a fundamentally distinct task to fulfil in education? Today’s reduction of educational outcomes to measurable competencies and economically exploitable skills is opposed to traditional ideals like that of Greek paideia and the German Romantic concept of Bildung, which emphasized formation of the whole human being. The present volume takes as its point of departure the conviction that the study of ‘the human experience'—whether through philosophy, literature, religion, art, music, history, or languages—has something specific to offer in the realm of education today. The individual contributions examine the specific role of philosophy and the humanities in education from ancient times to the present and explore possibilities for conceiving philosophical models of education. The chapters in this book were originally published as a special issue of the journal Educational Philosophy and Theory.
Author: Steven A. Stolz
Publisher: Routledge
ISBN: 1000692027
Category : Education
Languages : en
Pages : 236
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Book Description
Cultures of measurement are often considered to dominate educational practices, to the degree that, as Biesta (2010) has identified in Good Education in an Age of Measurement we no longer measure what we value, but rather we have become conditioned to value what is measured. A clear example of this occurs when institutions and staff "teach to the test" by emphasising narrow conceptions of learning and of knowledge, simply because the consequences of high-stakes assessments have important implications regarding funding, resources, and even tenure. This collection explores, via various philosophical means, how valuable educational practices can occur within and beyond cultures of measurement. What seems to be required is for practitioners in education to regain their relationship to the overall purposes of education, such as the furthering of justice and democracy for both individual students and societies as a whole. Such a reconnection has the potential to re-humanise curricular experiences for students, which may have become dehumanised through particular cultures of measurement. It is argued that certain legitimate measures can advance justice and democracy, and so careful attention must be assigned to their validity and value. This book was originally published as a special issue of Educational Philosophy and Theory.
Author: Duck-Joo Kwak
Publisher: Routledge
ISBN: 1351038362
Category : Education
Languages : en
Pages : 134
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Book Description
What does the Confucian heritage mean to modern East Asian education today? Is it invalid and outdated, or an irreplaceable cultural resource for an alternative approach to education? And to what extent can we recover the humanistic elements of the Confucian tradition of education for use in world education? Written from a comparative perspective, this book attempts to collectively explore these pivotal questions in search of future directions in education. In East Asian countries like China, Japan, Korea and Taiwan, Confucianism as a philosophy of learning is still deeply embedded in the ways people think of and practice education in their everyday life, even if their official language puts on the Western scientific mode. It discusses how Confucian concepts including rite, rote-learning and conformity to authority can be differently understood for the post-liberal and post-metaphysical culture of education today. The contributors seek to make sense of East Asian experiences of modern education, and to find a way to make Confucian philosophy of education compatible with the Western idea of liberal education. This book was originally published as a special issue of Educational Philosophy and Theory.
Author: Mordechai Gordon
Publisher: Routledge
ISBN: 1351112090
Category : Education
Languages : en
Pages : 217
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Book Description
2016 marked the hundred-year anniversary of John Dewey’s seminal work Democracy and Education. This centennial presented philosophers and educators with an opportunity to reexamine and evaluate its impact on various aspects of education in democratic societies. This volume brings together some of the leading scholars on John Dewey and education from around the world in order to reflect on the legacy of Democracy and Education, and, more generally, to consider the influence of Dewey’s ideas on education in the twenty-first century. John Dewey’s Democracy and Education in an Era of Globalization is unique in that it explores some important tensions and relationships among Dewey’s ideas on democracy, education, and human flourishing in an era of globalization. The contributors make sense of how Dewey would have interpreted and responded to the phenomenon of globalization. This book was originally published as a special issue of Educational Philosophy and Theory.
Author: Hongyu Wang
Publisher: Routledge
ISBN: 1135049238
Category : Education
Languages : en
Pages : 227
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Book Description
In current global politics, which positions China as a competitor to American leadership, in-depth understandings of transnational mutual engagement are much needed for cultivating nonviolent relations. Exploring American and Chinese professors’ experiences at the intersection of the individual, society, and history, and weaving the autobiographical and the global, this book furthers understanding of their cross-cultural personal awareness and educational work at universities in both countries. While focusing on life histories, it also draws on both American and Chinese intellectual traditions such as American nonviolence activism, Taoism, and Buddhism to formulate a vision of nonviolence in curriculum studies. Centering cross-cultural education and pedagogy about, for, and through nonviolence, this volume contributes to internationalizing curriculum studies and introduces curriculum theorizing at the level of higher education. Hongyu Wang brings together stories, dialogues, and juxtapositions of cross-cultural pathways and pedagogies in a powerful case for theorizing and performing nonviolence education as visionary work in the internationalization of curriculum studies.
