This book breaks the stereotype that links Chinese philosophy
solely to Confucianism, instead providing a kaleidoscopic view of
Chinese philosophy of education. The contributors explore a variety
of issues, including the journey of modernisation (or
Westernisation) of China's education between the sixteenth and
twentieth centuries; Chinese identity and the concept of race in
education and history; contemporary interpretations of Confucian
pedagogy in relation to twenty-first-century skills; the life story
of a teacher in modern China as embodying the spirit of a Confucian
pedagogue; the ecological self in education; an original
interpretation of postmodern-Daoist symbolism; and the role of
translation in producing and transmitting knowledge across cultural
and linguistic boundaries. This book was originally published as a
special issue of Educational Philosophy and Theory.
General
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