Philosophical Thought and Educational Implication of the Ideas of "Zhong" ([Chinese character omitted])

Autor/in	Tian, Baohong
Titel	Philosophical Thought and Educational Implication of the Ideas of "Zhong" ([Chinese character omitted])
Quelle	In: ECNU Review of Education, 5 (2022) 2, S.368-382 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
DOI	10.1177/20965311221085985
Schlagwörter	Foreign Countries; Educational Philosophy; Educational Theories; Asian Culture; Traditionalism; Confucianism; Buddhism; Educational Practices; Educational Change; China + Suchen Sie Ihr Suchwort? Ausland; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Traditionalismus; Konfuzianismus; Buddhismus; Bildungspraxis; Bildungsreform
Abstract	The ideas of "Zhong" ([Chinese character omitted]) have profound cultural implications beyond the Chinese character of "Zhong" ([Chinese character omitted]) in traditional Chinese culture. This study explores the philosophical significance of "Zhong" for education. This study is based on the textual research of the original meanings of "Zhong," its wisdom, and explanations of "Zhong" philosophies in Chinese rites and music culture as well as various schools of thought, including Yi-ology, Confucianism, and Daoism. "Zhong" has significant influence on the ancient Chinese concept of education, and its views on the field of education coincide with many contemporary educational views. Studying the educational and philosophical significance of "Zhong" provides important guidance and reference for current basic education reforms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01