Full Description
With a focus on the role of discourse and language in education, this book examines China's educational reform from an original perspective that avoids mapping on Westernized educational sensibilities to a Chinese environment. Zhao untangles the tradition-modernity division expressed in China's educational language about the body and teacher-student difference. Exploring the historical and cultural implications of the ways China's schooling is talked about and acted upon, Zhao argues that Chinese notion "wind" (feng) is a defining aspect of Chinese teaching and learning. Incorporating Western and Chinese literature, this book explores the language of education, curriculum, and knowledge on a cross-cultural landscape and as cultural inscriptions.
Contents
Series Foreword
Book Foreword
Preface
Introduction: Encountering the Chinese "Wind" and "Body" Aporia as a Starting Point
PART ONE: OVERCOMING "EPISTEMICIDE" IN CROSS-CULTURAL EDUCATIONAL STUDIES
1."Epistemicide" as an Effect of Comparative Paradigms and Globalized Discourses
2. An Archaeological-Historical Mode of Inquiry
3. An Ontological Language-Discourse Perspective
PART TWO: PARADIGMATIC UNPACKINGS OF CHINA'S LANGUAGE, KNOWLEDGE, AND EDUCATION
4. Beyond Representation: Yijing Thought and Confucius' Wind-Pedagogy
5. Beyond Conceptual Thinking: Chinese Body-Thinking and Educational Body
6. Beyond Identity vs. Difference Division: A Daoist Teacher-Student (Re)Ordering
PART III: REVISITNG MY RESEARCH-LEARNING JOURNEY AS A POST-FOUDNATIONAL CASE STUDY
7. Daoist Onto-Un-Learning Way & Post-foundational Study
