Teacher-Directed and Learner-Engaged: Exploring a Confucian Conception of Education

Autor/in	Tan, Charlene
Titel	Teacher-Directed and Learner-Engaged: Exploring a Confucian Conception of Education
Quelle	In: Ethics and Education, 10 (2015) 3, S.302-312 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-9642
DOI	10.1080/17449642.2015.1101229
Schlagwörter	Confucianism; Educational Philosophy; Learning Processes; Student Centered Learning; Teaching Methods; Power Structure; Teacher Role; China + Suchen Sie Ihr Suchwort? Konfuzianismus; Bildungsphilosophie; Erziehungsphilosophie; Learning process; Lernprozess; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle
Abstract	Against a backdrop of an international trend to shift from a teacher-centred to a learner-centred education, this article explores a Confucian conception of education. Focusing on an ancient Chinese text "Xueji" (Record of Learning), the essay examines its educational ideals and practices based on the principles of "choice", "doing" and "power relationship". It is argued that the educational model in the "Xueji" does not fit the description of a learner-centred education as commonly understood in the Western literature. Rather, the "Xueji" advocates a "teacher-directed and learner-engaged" approach by giving the teacher control over the curriculum and authority over the learners while encouraging the learners to participate actively in the learning process. In proposing a conception that is not exactly learner-centred, the "Xueji" challenges the assumption that "good" education must necessarily be learner-centred. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01