●The perennial debate regarding the relative usefulness of various forms of knowledge,especially between the theoretical and practical and the intellectual and moral,lies at the heart of education in both past and pr...●The perennial debate regarding the relative usefulness of various forms of knowledge,especially between the theoretical and practical and the intellectual and moral,lies at the heart of education in both past and present times in both the West and China(de Bary,1988,2004,2005,2015).●Neo-Confucians remain relevant in the 21st century and can help us to understand and elucidate contemporary debates in education-specifically,to answer the question Spencer asked nearly a century and a half ago:"What knowledge is of most worth?".●Mencius,Zhu Xi,Wang Yangming,Xu Ai,and Kang Youwei advocated for a type of learning that would strongly resonate with John Dewey(1938)and Paulo Freire(1970,1978).Foundational philosophies of education,particularly in the United States,have drawn heavily on 20th century European-American thinkers;this article attempts to correct this myopia and broaden perspectives.展开更多
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
文摘●The perennial debate regarding the relative usefulness of various forms of knowledge,especially between the theoretical and practical and the intellectual and moral,lies at the heart of education in both past and present times in both the West and China(de Bary,1988,2004,2005,2015).●Neo-Confucians remain relevant in the 21st century and can help us to understand and elucidate contemporary debates in education-specifically,to answer the question Spencer asked nearly a century and a half ago:"What knowledge is of most worth?".●Mencius,Zhu Xi,Wang Yangming,Xu Ai,and Kang Youwei advocated for a type of learning that would strongly resonate with John Dewey(1938)and Paulo Freire(1970,1978).Foundational philosophies of education,particularly in the United States,have drawn heavily on 20th century European-American thinkers;this article attempts to correct this myopia and broaden perspectives.
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.
