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This book contributes to the theory and practice of Philosophy for
Children (P4C), with a special emphasis on theoretical and
practical issues confronting researchers and practitioners working
in contexts that are strongly influenced by Confucian values and
norms. It includes writings by prominent P4C scholars from four
Confucian societies, viz., Mainland China, Hong Kong, Taiwan, and
Japan. These writings showcase the diversity of the P4C model,
providing a platform for researchers and practitioners to tell
their stories in their own Confucian cultural contexts. The
research stories in the first part of the book are concerned with
assessing the impact of traditional Confucian norms, promoting
critical thinking, reconstructing the notion of community of
inquiry, creating moral winds, integrating philosophy into the
school curriculum, and localizing teaching methods and materials.
Four issues are discussed in the second part of the book: the
tension between Confucianism and powerful thinking; cultural
challenges for practitioners; the transformation of harmony; and
the conception of family. Taken as a whole, the book provides fresh
insights into whether and how P4C's Westerninfluenced theories and
practices are compromised when they are applied in non-Western, or
rather Confucian, contexts. A must-read for anyone interested in
the theory and practice of P4C and Confucianism in general.
This book contributes to the theory and practice of Philosophy for
Children (P4C), with a special emphasis on theoretical and
practical issues confronting researchers and practitioners working
in contexts that are strongly influenced by Confucian values and
norms. It includes writings by prominent P4C scholars from four
Confucian societies, viz., Mainland China, Hong Kong, Taiwan, and
Japan. These writings showcase the diversity of the P4C model,
providing a platform for researchers and practitioners to tell
their stories in their own Confucian cultural contexts. The
research stories in the first part of the book are concerned with
assessing the impact of traditional Confucian norms, promoting
critical thinking, reconstructing the notion of community of
inquiry, creating moral winds, integrating philosophy into the
school curriculum, and localizing teaching methods and materials.
Four issues are discussed in the second part of the book: the
tension between Confucianism and powerful thinking; cultural
challenges for practitioners; the transformation of harmony; and
the conception of family. Taken as a whole, the book provides fresh
insights into whether and how P4C's Westerninfluenced theories and
practices are compromised when they are applied in non-Western, or
rather Confucian, contexts. A must-read for anyone interested in
the theory and practice of P4C and Confucianism in general.
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