Teaching beyond Words: 'Silence' and Its Pedagogical Implications Discoursed in the Early Classical Texts of Confucianism, Daoism and Zen Buddhism

Autor/in	Li, Lin
Titel	Teaching beyond Words: 'Silence' and Its Pedagogical Implications Discoursed in the Early Classical Texts of Confucianism, Daoism and Zen Buddhism
Quelle	In: Educational Philosophy and Theory, 52 (2020) 7, S.759-768 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2019.1684896
Schlagwörter	Educational Philosophy; Confucianism; Religion; Teaching Methods; Governance; Religious Factors; Ethics; Learning Processes; Buddhism; Metacognition; Foreign Countries; Asian Culture; China + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Konfuzianismus; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ethik; Learning process; Lernprozess; Buddhismus; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland
Abstract	In traditional Chinese philosophy, silence occupies a pivotal position by not being merely treated as the absence of speech, but also as the transcendence of it. Silence in early Confucianism implies the timing, subjects and issues to which one should not teach and talk about, and in depth it also refers to the manifestation of utmost sincerity rooted in the nature of both human and Heaven. For early philosophical Daoism, silence nicely represents the ineffable nature and spontaneous status of the Dao, the mother of myriad things and the principle by which they were ordered. The Daoist enthusiastically proclaims teaching without the use of words and governance without unreasonable interference. The Daoist silence is also based on the clear realization of the inescapable deviation amongst words, thought and truth, and such stance was further stressed by Zen Buddhism which reveals in nature the "sunyata" (emptiness) of all existences and thus enlightens the way of direct perception beyond words. In result, silence comes as a significant pedagogical method and an ideal realm to be reached; it implies not only silence in speech but also stillness in action and limpidity in mind. It also suggests that in the pursuit of true meaning the preoccupied goals and methods should be finally rested on silence, only by which can genuine perception emerge naturally. Silence in traditional Chinese philosophy has inspired abundant negative--like yet positive--targeting discourses and practices; a comprehensive discussion on them can deepen our understanding of the nature of knowledge, learning and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01