Rethinking the Notion of the High-Performing Education System: A Daoist Response

Autor/in	Tan, Charlene
Titel	Rethinking the Notion of the High-Performing Education System: A Daoist Response
Quelle	In: Research in Comparative and International Education, 16 (2021) 1, S.100-113 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tan, Charlene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499920983694
Schlagwörter	Educational Philosophy; Educational Quality; High Achievement; Religion; Standards; Criticism; Ethics; Cultural Differences; Learning Processes; Achievement Tests; Foreign Countries; Secondary School Students; International Assessment; Power Structure; Confucianism; Asian Culture; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Quality of education; Bildungsqualität; Standard; Kritik; Ethik; Kultureller Unterschied; Learning process; Lernprozess; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Konfuzianismus
Abstract	This article challenges the dominant notion of the 'high-performing education system' and offers an alternative interpretation from a Daoist perspective. The paper highlights two salient characteristics of such a system: its ability to outperform other education systems in international large-scale assessments; and its status as a positive or negative 'reference society'. It is contended that external standards are applied and imposed on educational systems across the globe, judging a system to be high- or low- performing, and consequently worthy of emulation or deserving of criticism. Three cardinal Daoist principles that are drawn from the "Zhuangzi" are expounded: a rejection of an external and oppressive "dao" (way); the emptying of one's heart-mind; and an ethics of difference. A major implication is a celebration of a plurality of high performers and reference societies, each unique in its own "dao" but converging on mutual learning and appreciation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01