Curriculum Theorizing of Self-Other for Change: To See, to Observe, and to Contemplate through "I-Ching" (The Book of Change)

Autor/inn/en	Moon, Seungho; Guo, Wenjin
Titel	Curriculum Theorizing of Self-Other for Change: To See, to Observe, and to Contemplate through "I-Ching" (The Book of Change)
Quelle	In: Curriculum Journal, 33 (2022) 2, S.246-262 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moon, Seungho) ORCID (Guo, Wenjin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.142
Schlagwörter	Self Concept; Social Cognition; Educational Theories; Humanism; Cultural Awareness; Diversity; Curriculum Development; Social Systems; Individual Development; Social Change; Epistemology; Inquiry; Indigenous Knowledge + Suchen Sie Ihr Suchwort? Selbstkonzept; Soziale Kognition; Educational theory; Theory of education; Bildungstheorie; Humanismus; Cultural identity; Kulturelle Identität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Social system; Soziales System; Individuelle Entwicklung; Sozialer Wandel; Erkenntnistheorie
Abstract	This study is about the curriculum theorizing of self-other and transformation. The two authors, both of Asian heritage, share their lived experience and interpretations of Chapter 20 of "I-Ching." This paper revisits a conventional, humanistic division of self-other as a launching pad to challenge the current discourse on cultural diversity and curriculum change. Mainly, the authors revisit the dichotomous understanding of self-other and challenge modes of curriculum change that are operated by the logic of meritocracy and individual effort. This investigation of "I-Ching" opens up its landscape through a conversation about personal and social change, with an epistemological shift from the self-other binary, thus imagining curriculum implications for a different society. The process of writing narratives is an epistemological healing process in that writing as inquiry helps revalue indigenous intellectual treasures that have been denigrated by Eurocentric ideologies both historically and politically. This examination of "I-Ching," specifically hexagram 20, will provide educators with an innovative epistemological frame that will allow them to review, rethink, challenge, and possibly advance discourses on seeing, change, and self-other in curriculum and cultural studies. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01