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Most people would not associate Confucian philosophy with
contemporary education. After all, the former is an ancient Chinese
tradition, and the latter is a modern phenomenon. But this book
shows otherwise, by explaining how millennia-old Confucian ideas
and practices can inform, inspire and improve school
administration, teaching and learning today. Drawing upon major
Confucian texts such as the Analects and Mencius , as well as
influential thinkers such as Confucius, Zhu Xi and Empress Xu, the
various chapters address current educational issues and challenges
such as the following: * What roles do schools play in fighting the
coronavirus pandemic? * How can humanity resolve the climate
emergency? * What (more) should school leaders do to promote
education for girls? * Is there more to lifelong learning than just
skills upgrading? * What is missing in the existing frameworks on
21st century competencies? * What new initiatives are needed to
champion sustainable development? Confucian Philosophy for
Contemporary Education answers the above questions and more by
presenting a Confucian model of education. The author proposes a
Confucian school where Dao - a shared vision of human excellence -
is realised through a mindful, learning-centred, action-oriented
and ultimately humanising form of education. This book is a useful
resource for academic researchers, educators, students and general
readers on Confucian philosophy and its continual relevance for
present-day education.
Islamic schools, especially madrasahs, have been viewed as sites of
indoctrination for Muslim students and militants. Some educators
and parents in the United States have also regarded introductory
courses on Islam in some public schools as indoctrinatory. But what
do we mean by "indoctrination"? And is Islamic education
indoctrinatory? This book critically discusses the concept of
indoctrination in the context of Islamic education. It explains
that indoctrination occurs when a person holds to a type of beliefs
known as control beliefs that result in ideological totalism. Using
Indonesia as an illustrative case study, the book expounds on the
conditions for an indoctrinatory tradition to exist and thrive.
Examples include the Islamic school co-founded by Abu Bakar
Ba'asyir and the militant organisation Jemaah Islamiyah. The book
further proposes ways to counter and avoid indoctrination through
formal, non-formal, and informal education. It argues for the
creation and promotion of educative traditions that are underpinned
by religious pluralism, strong rationality, and strong autonomy.
Examples of such educative Muslim traditions in Indonesia will be
highlighted. Combining philosophical inquiry with empirical
research, this book is a timely contribution to the study of
contemporary and often controversial issues in Islamic education.
Islamic schools, especially madrasahs, have been viewed as sites of
indoctrination for Muslim students and militants. Some educators
and parents in the United States have also regarded introductory
courses on Islam in some public schools as indoctrinatory. But what
do we mean by "indoctrination"? And is Islamic education
indoctrinatory? This book critically discusses the concept of
indoctrination in the context of Islamic education. It explains
that indoctrination occurs when a person holds to a type of beliefs
known as control beliefs that result in ideological totalism. Using
Indonesia as an illustrative case study, the book expounds on the
conditions for an indoctrinatory tradition to exist and thrive.
Examples include the Islamic school co-founded by Abu Bakar
Ba'asyir and the militant organisation Jemaah Islamiyah. The book
further proposes ways to counter and avoid indoctrination through
formal, non-formal, and informal education. It argues for the
creation and promotion of educative traditions that are underpinned
by religious pluralism, strong rationality, and strong autonomy.
Examples of such educative Muslim traditions in Indonesia will be
highlighted. Combining philosophical inquiry with empirical
research, this book is a timely contribution to the study of
contemporary and often controversial issues in Islamic education.
For over a decade, Mainland China has been embarking on an
ambitious nation-wide education reform ('New Curriculum Reform')
for its basic education. The reform reflects China's propensity to
borrow selected educational policies from elsewhere, particularly
North America and Europe. Chinese scholars have used a local
proverb "the West wind has overpowered the East wind" to describe
this phenomenon of 'looking West'. But what do we mean by
educational policy borrowing from the West? What are the
educational policies in China's new curriculum reform that are
perceived to be borrowed from the West? To what extent have the
borrowed educational policies in China's new curriculum reform been
accepted, modified, and rejected by the various educational
stakeholders? How does culture influence the various educational
stakeholders in China in interpreting and mediating educational
policy borrowing from the West? How do the findings of this study
on China's education reform inform and add to the existing theories
on and approaches to on cross-cultural educational policy
borrowing? This book answers the above questions by critically
discussing China's policy borrowing from the West through its
current reform for primary and secondary education. It presents the
latest in-depth research findings from a three-year empirical study
(2013-2015) with school principals, teachers, students and other
educational stakeholders across China. This study offers new
insights into China's educational policy borrowing from the West
and international implications on cross-cultural educational
transfer for academics, policymakers and educators.
This book provides original ideas and practical recommendations for
educators in a post-pandemic world. We live in a world that has
been upended by the COVID-19 pandemic. Students around the globe
have been besieged by disruptions that threaten not only their
academic learning but also their mental, emotional, and
interpersonal well-being. In the midst of pressing and mounting
challenges, how can schools ensure the total wellness of all their
students? Beyond reactive, piecemeal, and short-term measures, how
can schools enact mindful education that pays attention to
wholeness in every student? Extending the current research on
well-being and mindfulness, this book draws insights from Confucian
and Christian traditions. These two traditions have been selected
as they are widely seen to represent, and have impacted, Eastern
and Western civilisations respectively for millennia. Informed and
inspired by Confucian and Christian perspectives, this book
proposes that mindfulness is an orientation towards wholeness,
where one experiences he (harmony) and shalom (peace). Mindful
education is realised through: A school community of ren (humanity)
and agape (love); A transforming curriculum that centres on dao
(way) and imago dei (god's image); Empathic teachers who are
motivated by shu (putting oneself in the other's place) and the
Golden Rule (do to others as you would have them do to you); and
Self-directed learners who develop themselves through xiuji
(self-cultivation) and spiritual disciplines. Applying ancient
wisdom to contemporary settings, this book on promoting student
well-being through mindful education is a useful resource for
policymakers, educators, researchers, and general readers.
This book provides original ideas and practical recommendations for
educators in a post-pandemic world. We live in a world that has
been upended by the COVID-19 pandemic. Students around the globe
have been besieged by disruptions that threaten not only their
academic learning but also their mental, emotional, and
interpersonal well-being. In the midst of pressing and mounting
challenges, how can schools ensure the total wellness of all their
students? Beyond reactive, piecemeal, and short-term measures, how
can schools enact mindful education that pays attention to
wholeness in every student? Extending the current research on
well-being and mindfulness, this book draws insights from Confucian
and Christian traditions. These two traditions have been selected
as they are widely seen to represent, and have impacted, Eastern
and Western civilisations respectively for millennia. Informed and
inspired by Confucian and Christian perspectives, this book
proposes that mindfulness is an orientation towards wholeness,
where one experiences he (harmony) and shalom (peace). Mindful
education is realised through: A school community of ren (humanity)
and agape (love); A transforming curriculum that centres on dao
(way) and imago dei (god's image); Empathic teachers who are
motivated by shu (putting oneself in the other's place) and the
Golden Rule (do to others as you would have them do to you); and
Self-directed learners who develop themselves through xiuji
(self-cultivation) and spiritual disciplines. Applying ancient
wisdom to contemporary settings, this book on promoting student
well-being through mindful education is a useful resource for
policymakers, educators, researchers, and general readers.
Most people would not associate Confucian philosophy with
contemporary education. After all, the former is an ancient Chinese
tradition, and the latter is a modern phenomenon. But this book
shows otherwise, by explaining how millennia-old Confucian ideas
and practices can inform, inspire and improve school
administration, teaching and learning today. Drawing upon major
Confucian texts such as the Analects and Mencius , as well as
influential thinkers such as Confucius, Zhu Xi and Empress Xu, the
various chapters address current educational issues and challenges
such as the following: * What roles do schools play in fighting the
coronavirus pandemic? * How can humanity resolve the climate
emergency? * What (more) should school leaders do to promote
education for girls? * Is there more to lifelong learning than just
skills upgrading? * What is missing in the existing frameworks on
21st century competencies? * What new initiatives are needed to
champion sustainable development? Confucian Philosophy for
Contemporary Education answers the above questions and more by
presenting a Confucian model of education. The author proposes a
Confucian school where Dao - a shared vision of human excellence -
is realised through a mindful, learning-centred, action-oriented
and ultimately humanising form of education. This book is a useful
resource for academic researchers, educators, students and general
readers on Confucian philosophy and its continual relevance for
present-day education.
Comparing High-Performing Education Systems provides original
insights into the educational structures, ideologies, policies, and
practices in Singapore, Shanghai, and Hong Kong. Taking as its
basis their global reputation and consistently strong performance
in formal assessments, the author provides an in-depth analysis and
comparison of these three education systems that draws on
cutting-edge research. Chapters explore the dominant cultural and
educational norms in Singapore, Shanghai, and Hong Kong to give a
wider picture of these high-performing education systems. The
performance of students in international large-scale assessments
such as Programme for International Student Assessment (PISA),
Trends in International Mathematics and Science Study (TIMSS), and
Progress in International Reading Literacy Study (PIRLS) is
considered, alongside an exploration of attitudes to schooling,
tutoring, and assessment. The book shows how Singapore, Shanghai,
and Hong Kong exemplify an East Asian Educational Model (EAEM).
Such a model - is rooted in and shaped by Confucian habitus:
unconscious and ingrained worldviews, dispositions, and habits that
reflect the standards of appropriateness in a Confucian Heritage
Culture; aspires high performance: a balance between academic
excellence and holistic development; and utilises educational
harmonisation: the art of bringing together different and
contradictory means and ends to achieve desired educational
outcomes. Informative and thought-provoking, this book is a useful
reference for policymakers, researchers, educators, and general
readers on high-performing education systems, school reforms in
East Asia, Confucian influences on education, and cross-cultural
policy learning and transfer.
For over a decade, Mainland China has been embarking on an
ambitious nation-wide education reform ('New Curriculum Reform')
for its basic education. The reform reflects China's propensity to
borrow selected educational policies from elsewhere, particularly
North America and Europe. Chinese scholars have used a local
proverb "the West wind has overpowered the East wind" to describe
this phenomenon of 'looking West'. But what do we mean by
educational policy borrowing from the West? What are the
educational policies in China's new curriculum reform that are
perceived to be borrowed from the West? To what extent have the
borrowed educational policies in China's new curriculum reform been
accepted, modified, and rejected by the various educational
stakeholders? How does culture influence the various educational
stakeholders in China in interpreting and mediating educational
policy borrowing from the West? How do the findings of this study
on China's education reform inform and add to the existing theories
on and approaches to on cross-cultural educational policy
borrowing? This book answers the above questions by critically
discussing China's policy borrowing from the West through its
current reform for primary and secondary education. It presents the
latest in-depth research findings from a three-year empirical study
(2013-2015) with school principals, teachers, students and other
educational stakeholders across China. This study offers new
insights into China's educational policy borrowing from the West
and international implications on cross-cultural educational
transfer for academics, policymakers and educators.
Comparing High-Performing Education Systems provides original
insights into the educational structures, ideologies, policies, and
practices in Singapore, Shanghai, and Hong Kong. Taking as its
basis their global reputation and consistently strong performance
in formal assessments, the author provides an in-depth analysis and
comparison of these three education systems that draws on
cutting-edge research. Chapters explore the dominant cultural and
educational norms in Singapore, Shanghai, and Hong Kong to give a
wider picture of these high-performing education systems. The
performance of students in international large-scale assessments
such as Programme for International Student Assessment (PISA),
Trends in International Mathematics and Science Study (TIMSS), and
Progress in International Reading Literacy Study (PIRLS) is
considered, alongside an exploration of attitudes to schooling,
tutoring, and assessment. The book shows how Singapore, Shanghai,
and Hong Kong exemplify an East Asian Educational Model (EAEM).
Such a model - is rooted in and shaped by Confucian habitus:
unconscious and ingrained worldviews, dispositions, and habits that
reflect the standards of appropriateness in a Confucian Heritage
Culture; aspires high performance: a balance between academic
excellence and holistic development; and utilises educational
harmonisation: the art of bringing together different and
contradictory means and ends to achieve desired educational
outcomes. Informative and thought-provoking, this book is a useful
reference for policymakers, researchers, educators, and general
readers on high-performing education systems, school reforms in
East Asia, Confucian influences on education, and cross-cultural
policy learning and transfer.
The world today needs mindful leaders who care for the holistic
well-being of their students and staff, inspiring all to renew
schools with compassion, creativity and courage. But what is
mindful leadership, and how can leaders create and sustain mindful
schools? Mindful Leadership for Schools draws on the educational
thought of Confucius and explores how Confucian mindful leadership
(CML) can offer a solution. This book shows how a Confucian mindful
leader is one who attends to self, others, things and events
respectfully, promoting the virtues of love, harmony and social
justice through personal cultivation, role-modelling,
community-building, coaching and initiating reforms. Tan explores
how this approach complements and strengthens authentic,
instructional, distributed and transformational leadership
strategies, offering a novel and practical leadership approach that
combines ancient wisdom and modern educational research.
In recent times, there has been intense global interest on and
scrutiny of Islamic education. In reforming Islamic schools, what
are the key actions initiated and are they contested or negotiated
by and among Muslims? This edited collection brings together
leading scholars to explore current reforms in Islamic schools.
Drawing together international case studies, Reforms in Islamic
Education critically discusses the reforms, considering the
motivations for them, nature of them and perceptions and
experiences of people affected by them. The contributors also
explore the tensions, resistance, contestations and negotiations
between Muslims and non-Muslims, and among Muslims, in relation to
the reforms. Highlighting the need to understand and critique
reforms in Islamic schools within broad historical, political and
socio-cultural contexts, this book is a valuable resource for
academics, policymakers and educators.
In recent times, there has been intense global interest on and
scrutiny of Islamic education. In reforming Islamic schools, what
are the key actions initiated and are they contested or negotiated
by and among Muslims? This edited collection brings together
leading scholars to explore current reforms in Islamic schools.
Drawing together international case studies, Reforms in Islamic
Education critically discusses the reforms, considering the
motivations for them, nature of them and perceptions and
experiences of people affected by them. The contributors also
explore the tensions, resistance, contestations and negotiations
between Muslims and non-Muslims, and among Muslims, in relation to
the reforms. Highlighting the need to understand and critique
reforms in Islamic schools within broad historical, political and
socio-cultural contexts, this book is a valuable resource for
academics, policymakers and educators.
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