A Discussion on the Pedagogical Concepts in Confucian Analects from the View of the Pedagogy of Performed Culture Approach

Confucian Analects contains many pedagogical concepts and viewpoints that have a significant influence on China’s culture and history.Many of the concepts can be interpreted and understood from the perspective of the pedagogy of Performed Culture Approach.This paper investigates the meanings of some Confucian pedagogical discussions and thoughts,such as communicating with other social members,the relationship between language and behavior,multiple procedures in learning,and how social contexts affect one’s language and performance in the Analects,which is mainly from the perspective of the relationship between language and Performed Culture Approach.

The Emergence of Loving Pedagogy in the L2 Affective Domain:How Affective Pedagogy Accounts for Chinese EFL Teachers’Professional Success and Job Satisfaction?

The success of teachers in professional environments has a desirable influence on their mental condition.Simply said,teachers’professional success plays a crucial role in improving their mental health.Due to the invaluable role of professional success in teachers’mental health,personal and professional variables helping teachers succeed in their profession need to be uncovered.While the role of teachers’personal qualities has been well researched,the function of professional variables has remained unknown.To address the existing gap,the current investigation measured the role of two professional variables,namely job satisfaction and loving pedagogy,in Chinese EFL teachers’professional success.To do this,three validated scales were provided to 1591 Chinese EFL teachers.Participants’answers to the questionnaires were analyzed using the Spearman correlation test and structural equation modeling.The data analysis demonstrated a strong,positive link between the variables.Moreover,loving pedagogy was found to be the positive,strong predictor of Chinese EFL teachers’job satisfaction and professional success.The findings of the current inquiry may help educational administrators enhance their instructors’professional success,which in turn promotes their mental and psychological conditions at work.

Hybrid Architecture:A Studio-Based Pedagogical Framework for Digital Architectural Design

This article intends to bring a new perspective to the discussion of how studio-based education in architectural studies can improve its quality by embedding meta-tools as paradigmatic frameworks as a learning/teaching strategy.The newly emerging creative and collaborative digital design tools and systems led to the re-shaping and re-definition of the traditional studio-based teaching/learning processes.The shift does not only comprise of a newly gained ability of using“design toolkits”,but also has substantial cognitive and pedagogical implications.The paper presents,describes and discusses the application of a new pedagogical approach through the application of a novel knowledge framework,that has been used in the teaching of DAD(Digital Architectural Design)in the context of a master’s level course.

体育科学新学科“Sport Pedagogy”的溯源及再认识

体育教育学"sport pedagogy"是国际认同的体育科学中年轻的分支学科。国内该学科的发展现状为"有名无实",20多年来几乎处于停滞状态。为了更好地同国际接轨,取得实质性的学科进展,通过文献资料调研,对sport pedagogy的语源学分析和国内外学科发展脉络的梳理,研究认为:1)广义化的sport和内涵丰富的pedagogy揭示了体育教育学试图囊括所有同身体活动相关的教育、训练和指导问题;2)体育教育学已经历了萌芽和国际化阶段,现处于学科初步形成阶段;3)国内学科定义不够深刻,发展方向模糊,没有具体的研究框架,研究内容集中于学校体育教育。研究重新定义了学科概念,明确了"三维一核"的学科框架,并根据国内外研究现状和社会发展需要总结了未来学科的发展方向。现阶段体育教育学应该尽快健全学会组织,搭建学术交流平台,完善学科建设机制。

为了儿童的解放和自由——麦克莱伦(Peter McLaren)《反抗教育学》(Pedagogy of insurrection)的价值意蕴

《反抗教育学》沿袭着麦克莱伦批判教育学的研究传统,是麦克莱伦对自身思想的一次自我提升和阶段性总结,其核心价值为儿童的解放和自由。在这本书中,麦克莱伦深刻阐述了资本主义社会中主导儿童的教育制度(政策)在意识形态层面的偏狭,市场经济条件下因利益撕扯而影响了儿童的生存,而现存的教育学解释框架又难以有效探寻儿童不自由的内在根源。为此,麦克莱伦在"回归马克思"、力主"社会正义"、澄清"价值观与文化资本"的基础上构建了反抗教育学,以期从理论上促进儿童发展。

Integration of Critical Reading Pedagogy and English Teaching

Teaching English reading lessons is not an easy task if students are not motivated. To encounter the problem, critical reading pedagogy are discussed for the benefits of teachers and students. Critical reading pedagogy, as it is discussed, will improve the teaching of English reading to some extent.

Critical Pedagogy and Teaching English as a Foreign Language in Chinese College Context

In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By exploring various concepts of the problem-posing approach,also known as critical pedagogy,and its implications for English language teaching(ELT)in the Chinese postsecondary EFL context,the paper makes a tentative attempt to acknowledge the future directions of implementing critical pedagogy in the EFL context.Therefore,the paper is inspired by the ever-increasing popularity of the critical pedagogical approach in the ESL context.The application of critical orientation in language education derives from critical theories of the Frankfurt School,which centers on Marxist societal beliefs of struggling against social inequalities.With the concept of critical pedagogy drawing increasing attention from language educators and teachers alike in English-speaking countries;non-native English teachers who teach in the EFL context has also begun to focus their attention on the educational philosophy as a means to help transform traditional oppressed status of the Chinese EFL learners.From this perspective,this paper,by investigating the multi-dimensional implied meanings of implementing critical pedagogy in the EFL context,unraveling how it works as a way of"doing"in second language(L2)teaching and learning,identifying the probable contexts of critical pedagogy and the contesta tions surrounding critical pedagogy,aims to address the significance of implementing critical pedagogy as an effective way of re forming the ailing English education condition in China.

On Application of Integrated-skill Pedagogy in College EFL Teaching

The Integrated-skill pedagogy can be applied in college EFL teaching.A college intensive reading for non-English majors teaching plan which is based on the Integrated-skill pedagogy is listed and analyzed with some current perspectives.Further research is needed to perfect this pedagogy in that it exposes EFL learners to authentic context and challenges them to communicate naturally in the language.

Complexity-Based Pedagogy for E-Learning: Description of Emergence in a Graduate Nursing Program

This paper describes the kind of engagement and emergent learning that happened in three different sections of a graduate nursing course. Three nursing educators used an e-learning platform called Daagu that was developed by faculty guided by complexity pedagogy. A total of 43 students were enrolled in the full credit foundations course in theory and philosophy. Authors describe two specific instances of emergent learning: one was expressed by students in relation to a particular resource (article, TedTalk, YouTube, Poem) or discussion, and the second is in relation to specific “aha moments” or shifts in understanding that changed student attitudes and actions. Quotes of emergent learning provide a source of narrative data for conversing about and developing quality e-learning platforms for students and educators.

Evaluating Pedagogical Quality of Learning Activities Using Fuzzy Evaluation Mappings: The Case of Pedagogical Games of Mathematical Proof

This paper introduces a conceptual framework for developing pedagogical games of mathematical proof (PGMP) designed to help non-STEM students learn mathematical reasoning in a playful manner and without “fear”. Within the constructivist learning paradigm it develops an in-class learning activity where social science students learn the concept of mathematical deduction playfully using toys to construct tables from which formal proofs of propositions are derived without calculations. A PGMP pedagogy quality assurance evaluation method based on fuzzy evaluation mappings capturing learning effectiveness, learning efficiency, and learning satisfaction is introduced. Our results from an in-class experiment show that pedagogical games of mathematical proof help non-STEM students to effectively engage with mathematical reasoning playfully. The results are consistent according to a quality assurance consistency index.

Modern Pedagogy and the Ratio Studiorum

This presentation discusses the requests of modern pedagogy, and a possible bridging between the traditional teaching strategies drawn by the Ratio Studiorum of a unique and rare structure, and today＇s learning process. It will argue the practical application and philosophy of education widely accepted and recognized as a part of curricular activities within the learning environments, though with no recognition of its origin. This paper aims to examine the indisputable contributions of the educational methods of the Jesuits in our time, although, the discipline has developed new fundamental, and new concepts such as self-esteem, self-awareness, and self-determination among others,

Pronunciation in English Pedagogy in China

Teaching English pronunciation in SLA has been a challenge for almost every English teacher because students' local Chinese accents have been a major obstacle when they're learning English.This article is aiming to illustrate the phenomena and solutions of the pronunciation in English pedagogy.

The Implementation of Dewey's Pedagogical Ideas in Chinese Liberal Arts Education

It is hard for China to cultivate creative thinkers the present Chinese society needs,so the educational system has to reform.The paper analyses the dilemma in Chinese education,Dewey’s pedagogical ideas,and how Chinese educators can learn from Dewey’s ideas.Chinese higher education system and the examination system for admission to colleges and universities especially liberal arts colleges need to apply Dewey’s pedagogical ideas and reform themselves in order to conform to the whole society.

Culturally Relevant Pedagogy in Teaching Proficiency through Reading and Storytelling

When the demographics in American public schools became more diverse,educators have faced the challenge of working with diverse student learners.In the education field,culturally relevant pedagogy has been widely recognized as an effective practice for teaching about diversity and is used across different school subject areas.This article discusses the four aspects in which teachers can implement culturally relevant pedagogy in TPRS language classrooms:a caring learning community,establishing meaning,story asking,and story reading.Teachers can include and empower students by validating them as learning subjects and engaging them in knowledge creation and representation in curriculum and instruction.The goal is to develop academic success,culture and identity,equity,and excellence for all student learners in a multicultural and global society.

On the Core Categories of Pedagogy

This article starts from the perspective of great education, lifetime suzhi education,(suzhi translates directly as quality) and puts forward nine core categories of pedagogy at three different levels. At the macro level, it locates the holistic perspectives including education, suzhi and development. The middle level focuses on the collective activities of pedagogy, basically including teaching, curriculum and examination. At the micro level, individuality of pedagogy is emphasized, covering learning, knowledge and thinking. Pedagogy is an independent subject and hence has core categories of its own. To discuss the meanings of each category, the author employs the scientific methodology of dialectics and systems, as well as puts forward specific methods for each of them. That other disciplines should be applied to pedagogy by no means implies the marginalization of pedagogy. Along with the development of pedagogy, the number of core categories may increase or decrease, meanwhile, the structures and meanings of the categories may change correspondingly. The selection of core categories is not the only option. Consequently, the theory of pedagogy cannot possibly be exclusive.

Health Pedagogy and Sport: Attitudes and Practices of Gymnastics Coaches

Gymnasts are exposed to intense training,frequent competitions,controlled diets and high levels of psychological distress in youth age.These aspects can negatively affect athletic performance and have health consequences.Accordingly,if the coaches do not possess adequate knowledge and specific multi-disciplinary skills related to sports practice and health pedagogy,young athletes can be exposed to different health risks.The aim of this study is to investigate the knowledge and attitudes of coaches and identify any education needs to enhance or preserve the gymnasts’well-being.The sample is represented by 98 Italian rhythmic gymnastics coaches of different levels.The data were obtained by using structured and anonymous questionnaires with open and closed answers administered through interview.The aspects examined are related to nutrition,food supplements,overtraining syndrome,educational topics,gymnasts’hassles and trainings needs of coaches.Critical aspects that emerge from this study show the need for specific scientific training and support for coaches.This objective can be achieved by providing constant technical and scientific support,in order to make the coaches fully aware of their educational,pedagogical and long-term health responsibilities of their athletes.

Consciousness of Sorrow and Worry and the National Pedagogy of Reform

River Elegy(Heshang)is a Chinese TV documentary aired on Chinese Central Television(CCTV)in 1988.Its provocative condemnation of the thousand-year-old'yellow civilization'(huangse wenming黄色文明)of China stirred up a tornado of controversies among Chinese audiences.Intense debates and reflections on the documentary both inside and outside China have made Heshang one of the most intriguing'phenomena'in contemporary Chinese culture.This paper proposes a new perspective to read Heshang,tackling it as a historically situated narrative that embodies a post-Mao intellectual discourse of the national sentiment.In the new context of post-Mao China,what does Heshang tell of the relative positionalities of the intellectuals,the masses,and the state in the frame of Chinese modernity?How do we dialectically understand the documentary’s national pedagogy of reform in relation to the elusive agency of the low-quality Chinese masses?With these questions in mind,I revisit Heshang’s claim of weak political agency as an embodiment of low people quality.I argue that the national sentiment of the consciousness of sorrow and worry(忧患意识)simultaneously suggests and subverts the national pedagogy of reform promoted by the Heshang intellectuals.

The Intercultural and Psychophysical Pedagogy of Phillip Zarrilli

Phillip Zarrilli is an acting teacher whose pedagogy incorporates the Asian disciplines of hatha yoga, kalarippayattu, and t ＇ai chi ch ＇uan. His intercultural pedagogy would be best labeled as ＂psychophysical＂ based on his own assertions and when bearing in mind the traditions that he considers most personally influential, all of which have intercultural elements, both Western and Asian. This paper examines Zarrilli＇s personal origins, his pedagogy, his teaching influences, and his legacy based on his artistic progeny. Information was gathered through interviews, personal observation, on-site participation, and literature. The subjects of these analyses were： the disciplines of Asian origin relevant to Zarrilli＇s pedagogy; how his teaching influences his students; Zarrilli＇s personal development from university to his present international teaching, directing, and writing; his past and current projects; and what his work means today.

Multiliteracies in College English Pedagogy

Due to the expanding variety of modes of communication and tools for meaning-making, multimodal representation and multiple forms of text have been a common occurrence. It is essential for today＇s reader/viewer to foster the capacity to critically deconstruct and reconstruct multimodal texts. And it is a must to expand traditional conceptions of literacy to multiliteracies. This paper, from the perspective of both theories and practices, explores and analyzes visual literacy, media literacy, digital literacy, critical literacy, and postmodern literacy in college English pedagogy, so as to fully develop the learners＇ multiliteracies

Pedagogy in Bangladeshi Private Universities： Context, Culture, and Confusion

Pedagogy teaches teachers how to teach, so that they may effectively teach students how to learn; it offers important training for teachers to transform students from mere parrots of information into challengers of and innovators of knowledge. Yet, while Bangladesh has had a long history of university teaching, pedagogy has hardly entered the imagination of university educators. At the university level, pedagogical training would address cultural hindrances to students＇ advanced learning. Today＇s teachers are yesterday＇s students, with each generation being groomed in the same cultural patterns of learning that are continually repeated without examination. At the same time, the majority of faculties lack pedagogical methods for adjusting their teaching framework to accommodate the diversity of students＇ worldviews to nurture knowledge progression in classroom settings. Importantly, students acquire cultural practices of rote learning and memorization by way of lectures and homework that parrots texts and lectures. Many faculties are unaware that the purpose of a university is to stimulate new ideas and knowledge, provoke assumptions, and teach and encourage critical thinking. The pedagogical challenge also derives from Bengali culture, from which teachers assume a hierarchical mindset and attitude that is counter-productive to students＇ learning.