Education as cultivation in Chinese culture
著者
書誌事項
Education as cultivation in Chinese culture
（Education in the Asia-Pacific region, v. 26）
Springer, c2015
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
Given the increasing global interest in Chinese culture, this book uses case studies to describe and interpret Chinese cultivation in contemporary Taiwanese schools. Cultivation is a concept unique to Chinese culture and is characterized by different attitudes towards teaching and learning compared to Western models of education. The book starts with a discussion of human nature in Chinese schools of philosophy and levels of goodness. Following the philosophical background is a presentation of how cultivation is practiced in Chinese culture from prenatal through high school education. The case studies focus both on how students are cultivated as they become members of Chinese society, and on what role teachers play in cultivating the children in school. In addition, supports from Chinese educational institutions, including public schools, families, and organizations such as private cram schools, are introduced and explained. In closing, the book presents a critique of the modern school reform movement and the conflicts between the reform proposals and traditional practices. Based on the collective work of Taiwanese researchers in the fields of education, history and anthropology, the book identifies the purpose of education as cultivating virtue in a process of creating an ideal person who serves society, and describes the way teachers have carried on this tradition despite its faltering status in contemporary educational discourse and in the face of reform movements.
目次
Chapter 1 Introduction
Chapter 2 Human Nature and Learning in Ancient China
Chapter 3 The Chinese Way of Goodness
Chapter 4 Teaching at an Early Age
Chapter 5 Conflicting Images of Taiwanese Young Children
Chapter 6 Primary Schooling in Taiwan
Chapter 7 The Studying and Striving of Secondary Students
Chapter 8 Art Transforms Destiny: The Unified Examination and Fine Art Education
Chapter 9 Education-Based Mobility and the Chinese Civilization
Chapter 10 The conflict between social mobility and individual development
Chapter 11 Teachers' Dual Responsibilities for Academic Achievement and Character Development
Chapter 12 Finding a New Identify for Teachers
Chapter 13 Conclusion
Appendix
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