Hopes for Confucian Pedagogy in China?

Autor/in	Hayhoe, Ruth
Titel	Hopes for Confucian Pedagogy in China?
Quelle	In: Journal of Curriculum Studies, 46 (2014) 3, S.313-319 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2013.812682
Schlagwörter	Foreign Countries; Confucianism; Epistemology; Teacher Education; Educational Practices; Educational Philosophy; Postmodernism; Intellectual History; Instruction; China + Suchen Sie Ihr Suchwort? Ausland; Konfuzianismus; Erkenntnistheorie; Lehrerausbildung; Lehrerbildung; Bildungspraxis; Bildungsphilosophie; Erziehungsphilosophie; Postmoderne; Geistesgeschichte; Teaching process; Unterrichtsprozess
Abstract	This commentary on Wu Zongjie's article "Interpretation, autonomy and transformation: Chinese pedagogic discourse in a cross-cultural perspective" begins by suggesting the usefulness of Wu's polar opposite depiction of Confucian and modern pedagogy as ideal types for comparative exploration. It goes on to suggest that the term "modern pedagogy" may need to be de-constructed, along the distinctive lines of rationalist and pragmatist epistemologies of modernity and the ways in which they have affected the development of a modern pedagogy over China's 20th-century. Then, the life stories of three influential Chinese educators of different periods are drawn upon to identify echoes of the Confucian ideal type in their remarkable educational legacy, suggesting the continued dynamism of a Confucian pedagogy that persists under the surface of the modern epistemologies that have shaped the terminology of modern education in China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10