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This book provides a refreshing look at kindergarten teachers'
practical knowledge and their context-specific reasoning of the
usefulness of constructivism from a culturally emic perspective.
Examining the similarities and differences between constructivism
and Confucianism from both instructional and moral perspectives, it
provides a unique contribution to teaching and teacher education.
An understanding of the compatibility between constructivism and
Confucianism is valuable in cross-cultural exchange and learning,
and as such the book is a great source for educational researchers
in a time of globalization.
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