This paper is a cross-cultural comparative study in education philosophy.A comparative and philosophical approach is used to interpret texts from the Analects of Confucius and to find connections with ideas of critica...This paper is a cross-cultural comparative study in education philosophy.A comparative and philosophical approach is used to interpret texts from the Analects of Confucius and to find connections with ideas of critical educators.In comparing Confucius’educational thought with that of Paulo Freire,John Dewey and other theorists in critical pedagogy,this paper finds four common threads between Confucian concepts of education and critical pedagogy:mutual learning,integration of theory and practice,importance of reflection in teaching and learning,and democratic purpose of education.By presenting these interwoven themes,this paper contributes to a cross-cultural dialogue on global understanding in education.展开更多
This article explores the dynamics of power-sharing between teacher and students in learning and teaching situations,and describes the theoretical bases,implementation,and results of an empirical study in three elemen...This article explores the dynamics of power-sharing between teacher and students in learning and teaching situations,and describes the theoretical bases,implementation,and results of an empirical study in three elementary schools in Hong Kong Special Administrative Region of the People’s Republic of China.Findings from 58 class observations and interviews with 50 students,25 teachers,and three school principals suggest that teachers can empower students by acknowledging their right to and responsibility for learning and by sharing power with students.Power-sharing classroom practice requires the dual efforts of teachers and students,and can be facilitated by the teachers’interactive teaching mode,students’cooperation and willingness to engage in learning,and school policy and culture,etc.In the power-sharing classrooms,teachers played the role of facilitators and students played as collaborators.In this article,theoretical implications for understanding power-sharing and critical pedagogy are discussed.The empirical evidence from this Hong Kong study contributes to an understanding of teacher-initiated power-sharing in the Chinese context,and the practice of critical pedagogy in classrooms.展开更多
文摘This paper is a cross-cultural comparative study in education philosophy.A comparative and philosophical approach is used to interpret texts from the Analects of Confucius and to find connections with ideas of critical educators.In comparing Confucius’educational thought with that of Paulo Freire,John Dewey and other theorists in critical pedagogy,this paper finds four common threads between Confucian concepts of education and critical pedagogy:mutual learning,integration of theory and practice,importance of reflection in teaching and learning,and democratic purpose of education.By presenting these interwoven themes,this paper contributes to a cross-cultural dialogue on global understanding in education.
文摘This article explores the dynamics of power-sharing between teacher and students in learning and teaching situations,and describes the theoretical bases,implementation,and results of an empirical study in three elementary schools in Hong Kong Special Administrative Region of the People’s Republic of China.Findings from 58 class observations and interviews with 50 students,25 teachers,and three school principals suggest that teachers can empower students by acknowledging their right to and responsibility for learning and by sharing power with students.Power-sharing classroom practice requires the dual efforts of teachers and students,and can be facilitated by the teachers’interactive teaching mode,students’cooperation and willingness to engage in learning,and school policy and culture,etc.In the power-sharing classrooms,teachers played the role of facilitators and students played as collaborators.In this article,theoretical implications for understanding power-sharing and critical pedagogy are discussed.The empirical evidence from this Hong Kong study contributes to an understanding of teacher-initiated power-sharing in the Chinese context,and the practice of critical pedagogy in classrooms.
