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Author: Ruth Hayhoe
Publisher: BRILL
Published: 2022-07-25
Total Pages: 191
ISBN-13: 9004519475
DOWNLOAD EBOOKThis book brings to readers carefully selected texts from four influential Chinese educators of the later 20th century, whose writings open up profound insights into the educational philosophy, understanding of moral education and educational innovation that underpinned China’s global rise.
Author: Ruth Hayhoe
Publisher: Brill's Chinese Education
Published: 2022
Total Pages: 0
ISBN-13: 9789004511057
DOWNLOAD EBOOKThis book introduces four influential Chinese educators of the later 20th century whose writings had enormous influence on many dimensions of the educational reforms which underly China's remarkable transformation into a global superpower. None of them published in English and only Li Bingde, a leader in educational experimentation, had studied abroad. Huang Ji at Beijing Normal University was an educational philosopher who interpreted Chinese classical texts as well as arts such as calligraphy and painting in ways that brought new life to Chinese pedagogy. Lu Jie at Nanjing Normal University and Wang Fengxian at Northeast Normal University were leaders in developing a whole new approach to moral education that highlighted subjectivity and self awakening as China became a socialist market economy.
Author: Lenora Chu
Publisher: HarperCollins
Published: 2017-09-19
Total Pages: 346
ISBN-13: 0062367870
DOWNLOAD EBOOKNew York Times Book Review Editor’s Choice; Real Simple Best of the Month; Library Journal Editors’ Pick In the spirit of Battle Hymn of the Tiger Mother, Bringing up Bébé, and The Smartest Kids in the World, a hard-hitting exploration of China’s widely acclaimed yet insular education system that raises important questions for the future of American parenting and education When students in Shanghai rose to the top of international rankings in 2009, Americans feared that they were being "out-educated" by the rising super power. An American journalist of Chinese descent raising a young family in Shanghai, Lenora Chu noticed how well-behaved Chinese children were compared to her boisterous toddler. How did the Chinese create their academic super-achievers? Would their little boy benefit from Chinese school? Chu and her husband decided to enroll three-year-old Rainer in China’s state-run public school system. The results were positive—her son quickly settled down, became fluent in Mandarin, and enjoyed his friends—but she also began to notice troubling new behaviors. Wondering what was happening behind closed classroom doors, she embarked on an exploratory journey, interviewing Chinese parents, teachers, and education professors, and following students at all stages of their education. What she discovered is a military-like education system driven by high-stakes testing, with teachers posting rankings in public, using bribes to reward students who comply, and shaming to isolate those who do not. At the same time, she uncovered a years-long desire by government to alleviate its students’ crushing academic burden and make education friendlier for all. The more she learns, the more she wonders: Are Chinese children—and her son—paying too high a price for their obedience and the promise of future academic prowess? Is there a way to appropriate the excellence of the system but dispense with the bad? What, if anything, could Westerners learn from China’s education journey? Chu’s eye-opening investigation challenges our assumptions and asks us to consider the true value and purpose of education.
Author: Timothy Reagan
Publisher: Taylor & Francis
Published: 2017-07-06
Total Pages: 395
ISBN-13: 1317698711
DOWNLOAD EBOOK'Indigenous Knowledge Systems' -- Concluding Reflections -- Questions for Reflection and Discussion -- Author Index -- Subject Index
Author: Arthur Waley
Publisher: Stanford University Press
Published: 1982
Total Pages: 236
ISBN-13: 9780804711692
DOWNLOAD EBOOKIn the fourth century BC three conflicting points of view in Chinese philosophy received classic expression: the Taoist, the Confucianist, and the "Realist." This book underscores the interplay between these three philosophies, drawing on extracts from Chuang Tzu, Mencius, and Han Fei Tzu.
Author: Demi
Publisher: Shen's Books
Published: 2018
Total Pages: 0
ISBN-13: 9781620141939
DOWNLOAD EBOOKA beautifully illustrated biography of a man whose philosophy shaped the course of Chinese history: the great teacher Confucius.
Author: Lianghuo Fan
Publisher: World Scientific
Published: 2015-03-13
Total Pages: 754
ISBN-13: 9814415820
DOWNLOAD EBOOKThis unique book represents another concerted research effort concerning Chinese mathematics education, with contributions from the world's leading scholars and most active researchers. The book presents the latest original research work with a particular focus on the "teaching" side of Chinese mathematics education to a wide international audience. There are mainly three sections in the book. The first section introduces readers to a historical and contemporary perspective, respectively, on traditional mathematical teaching in ancient China and on how modern Chinese mathematics teachers teach and pursue their pre-service training and in-service professional development. The second section presents studies investigating a wide range of issues at both the macro- and micro-levels on how Chinese mathematics teachers teach mathematics. The third section focuses on Chinese mathematics teachers, investigating issues about their knowledge, belief, teacher training and professional development. Like its predecessor, "How Chinese Learn Mathematics: Perspectives from Insiders," this book is a must for educational researchers, practitioners, and policy-makers who are interested in knowing more about mathematics teaching, teachers, teacher education and professional development concerning Chinese teachers and learners.Contents: Focusing on Chinese Mathematics Teaching, Teachers and Teacher Education: An Introduction"Historical and Contemporary Perspectives: "The Wisdom of Traditional Mathematical Teaching in China "(DAI Qin and CHEUNG Ka Luen)" How Chinese Teachers Teach Mathematics and Pursue Professional Development: Perspectives from ContemporaryInternational Research "(FAN Lianghuo, MIAO Zhenzhen and MOK Ah Chee Ida)" "Understanding the Chinese Ways of Teaching Mathematics: " Mathematics Teaching in a Chinese Classroom: A Hybrid-Model Analysis of Opportunities for Students' Learning "(HUANG Rongjin, MILLER L Diane and TZUR Ron)"Achieving Coherence in the Mathematics Classroom: Toward a Framework for Examining Instructional Coherence "(WANG Tao, CAI Jinfa and HWANG Stephen)" Elementary School Teachers' Instruction in Measurement: Cases of Classroom Teaching of Spatial Measurement in Taiwan "(HUANG Hsin-Mei E)" Pedagogical and Curriculum Potentials of Homework: A Case Study about Geometric Proofs in Shanghai "(FANG Yanping)" Teaching Calculation of Time Intervals: Comparing Mathematics Competence of Students in Macau, Hong Kong and the Netherlands "(LI Titus Siu Pang)" Teaching Number Sense via Interactive Multimedia in a Primary School in Taiwan "(YANG Der-Ching, CHEN Pei-Chieh, TSAI Yi Fang and HSIEH Tien-Yu)"Teaching Geometrical Theorems in Grade 8 Using the "Shen Tou" Method: A Case Study in Shanghai "(DING Liping, JONES Keith and ZHANG Dianzhou)" Implementation of Objectives Based on the Curriculum Standards: A Case of Teaching Using Letter to Represent Number at a Chinese Primary School in Chinese Mainland "(HUANG Xingfeng, YANG Jinglei and LI Shiqi)" Chinese Project-based Classroom Practices: Promoting Students' Engagement in Mathematical Activities "(XU Binyan and ZHU Guangtian)"A Large-Scale Video Survey on Taiwanese Fourth-Grade Classrooms of Mathematical Teaching Behaviors "(LEE Yuan-Shun and LIN Fou-Lai)" Features of Exemplary Lessons under the Curriculum Reform in Chinese Mainland: A Study of Thirteen Elementary Mathematics Lessons "(MA Yunpeng and ZHAO Dongchen)" Qingpu Mathematics Teaching Reform and Its Impact on Student Learning "(GU Lingyuan, YANG Yudong and HE Zhenzhen)""Chinese Mathematics Teachers, Teacher Educati
Author: Charlene Tan
Publisher: Routledge
Published: 2016-02-22
Total Pages: 267
ISBN-13: 1317802578
DOWNLOAD EBOOKFor 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.
Author: Michael Puett
Publisher: Simon and Schuster
Published: 2016-04-05
Total Pages: 240
ISBN-13: 1476777853
DOWNLOAD EBOOKFor the first time, an award-winning Harvard professor shares his wildly popular course on classical Chinese philosophy, showing you how ancient ideas—like the fallacy of the authentic self—can guide you on the path to a good life today. Why is a course on ancient Chinese philosophers one of the most popular at Harvard? Because it challenges all our modern assumptions about what it takes to flourish. Astonishing teachings emerged two thousand years ago through the work of a succession of Chinese scholars exploring how humans can improve themselves and their society. And what are these counterintuitive ideas? Transformation comes not from looking within for a true self, but from creating conditions that produce new possibilities. Good relationships come not from being sincere and authentic, but from the rituals we perform within them. A good life emerges not from planning it out, but through training ourselves to respond well to small moments. Influence comes not from wielding power but from holding back. Excellence comes from what we choose to do, not our natural abilities. In other words, The Path “opens the mind” (Huffington Post) and upends everything we are told about how to lead a good life. Its most radical idea is that there is no path to follow in the first place—just a journey we create anew at every moment by seeing and doing things differently. “With its…spirited, convincing vision, revolutionary new insights can be gleaned from this book on how to approach life’s multifarious situations with both heart and head” (Kirkus Reviews). A note from the publisher: To read relevant passages from the original works of Chinese philosophy, see our ebook Confucius, Mencius, Laozi, Zhuangzi, Xunzi: Selected Passages, available wherever books are sold.
Author: Bin Wu
Publisher: Routledge
Published: 2015-06-26
Total Pages: 186
ISBN-13: 1134650256
DOWNLOAD EBOOKIn place of a distributive justice perspective which focuses simply on equal access to universities, this book presents a broader understanding of the relationship between Chinese higher education and economic and social change. The necessity for research on the place of universities in contemporary Chinese society may be seen from current debates about and policy towards issues of educational inequality at Chinese universities. Many questions arise as a consequence: What are the limitations of neo-liberalism in higher education policy and what are the alternatives? How has the Chinese government met the challenges of educational inequality, and what lessons may be learned from its recent initiatives? How may higher education enhance social justice in Chinese society given economic, social, and cultural inequality? What may be learned from the experience of Macau, Hong Kong, and of Taiwan in terms of achieving social justice in Chinese universities? These questions are considered by a group of leading scholars from both inside and outside China.
